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Practical Methodology of Cognitive Tasks Within a Navigational Assessment

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Concept maps: a strategy to teach and evaluate critical thinking

B J Daley¹, C R Shaw, T Balistrieri

¹University of Wisconsin-Milwaukee, 53201-0413, USA.

The Journal of Nursing Education

|January 28, 1999

Summary

Concept maps significantly improved critical thinking skills in senior clinical students. The study demonstrated a substantial increase in concept map scores from the beginning to the end of the semester.

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Area of Science:

Medical Education
Cognitive Science

Background:

Critical thinking is essential for clinical practice.
Traditional methods for teaching and evaluating critical thinking may be insufficient.
Concept mapping offers a visual approach to understanding complex information.

Purpose of the Study:

To implement concept maps as a methodology for teaching critical thinking.
To evaluate the effectiveness of concept maps in enhancing critical thinking skills among senior clinical students.

Main Methods:

Concept mapping was taught to students in six senior clinical groups.
Students created three concept maps throughout the semester.
Paired t-test was used to analyze the difference in concept map scores.

Main Results:

The mean score on the first concept map was 40.38.
The mean score on the final concept map increased to 135.55.
A statistically significant difference (t = -5.69) was observed between the first and final concept maps, indicating improvement.

Conclusions:

Concept mapping is an effective pedagogical tool for enhancing critical thinking in clinical education.
The study provides evidence for the utility of concept maps in assessing the development of critical thinking skills.