پیوندهای مفید
آمار
| تعداد نشریات | 20 |
| تعداد شماره‌ها | 1,149 |
| تعداد مقالات | 10,519 |
| تعداد مشاهده مقاله | 45,427,482 |
| تعداد دریافت فایل اصل مقاله | 11,296,927 |
Use of Concept Map as a reinforcement tool in Undergraduate Curriculum: An analytical study | ||
| Journal of Advances in Medical Education & Professionalism | ||
| مقاله 2، دوره 7، شماره 3، مهر 2019، صفحه 118-122 اصل مقاله (746.19 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30476/jamp.2019.74920 | ||
| نویسندگان | ||
| KAUSHIK MUKHOPADHYAY1؛ SONALI MUKHERJEE1؛ ARCHANA DHOK2؛ CHANDAN CHATTERJEE1؛ JOYA GHOSH* 1 | ||
| 1Department of Pharmacology, ESIC Medical College, 23 Diamond Harbor Road, Joka, Kolkata, India | ||
| 2Department of Biochemistry, JNMC, Wardha, India | ||
| چکیده | ||
| Introduction: Ever-expanding medical literature demands successful amalgamation of huge information and clinical practice for budding doctors. This study aimed to find the effectiveness of the concept map, a novel method of teaching to improve performance among undergraduate pharmacology students. Methods: The undergraduate medical students pursuing pharmacology in 2017-18 in our institute was divided into two groups after stratified randomization based on the last semester grades. After a session of didactic lecture on ‘Drugs affecting Calcium Metabolism’ and a pre-test, one group was taught using traditional tutorial methods and another group using the concept map method. Finally, a post-test was taken and feedback received from the intervention group. Results: A significant improvement of student performance was found in both groups using validated questionnaire from pre-test to post-test. There was no significant difference in the percentage of improvement between the groups. This finding was consistent in both Low scorers and High scorers of the previous semester examination. Students found the new method better in terms of understanding the concept and interactivity. Conclusion: Concept mapping encourages the students to actively participate and get a comprehensive and accurate overview of the topic, but the improvement in performance in the test was not evident. | ||
| کلیدواژه‌ها | ||
| Concept map؛ Medical teaching؛ Feedback؛ Curriculum | ||
| مراجع | ||
|
1. Singh V, Kharb P. A paradigm shift from teaching to learning gross anatomy: meta-analysis of implications for instructional methods. J Anat Soc India. 2013;62(1):84–9. 2. Saulnier BM. From “Sage on the Stage” to “Guide on the Side” Revisited: (Un)Covering the Content in the Learner-Centered Information Systems Course. Inf Syst Educ J. 2009;7(60). 3. Dinarvand G, Vaisi-raygani A. Brief Communication The Effect of Task-based Teaching via Drawing the Concept Map of Metabolic Pathways as Homework on the Academic Achievement of Pharmaceutical Students in Biochemistry Course. Educ Res Med Sci. 2013;2(1):26–8. 4. West DC, Pomeroy JR, Park JK, Gerstenberger EA, Sandoval J. Critical thinking in graduate medical education: A role for concept mapping assessment? JAMA. 2000;284(9):1105–10. 5. Ghosh J, Pradhan RVS. Concept map as a reinforcement method of teaching biochemistry. Indian J Basic Appl Med Res. 2016;5(3):659–66. 6. Ausubel DP. Educational Psychology: A Cognitive View. US: Holt, Rinehart and Winston; 1968. 7. Novak JD, Gowin DB. Learning how to learn. New York: Cambridge University Press; 1984. 8. Daley BJ, Torre DM. Concept maps in medical education: An analytical literature review. Med Educ. 2010;44(5):440–8. 9. Canas AJ, Coffey JW, Hoffman RRR, Novak JDJD, Cañas AJ, Carnot MJ, et al. A Summary of Literature Pertaining to the Use of Concept Mapping Techniques and Technologies for Education and Performance Support. Educ Train. 2003; 3:1–108. 10. Surapaneni KM, Tekian A. Concept mapping enhances learning of biochemistry. Med Educ Online. 2013;18:1–4. 11. Kwas H, Ghédira H. Use of the concept mapping in teaching during a medical rotation of interns: an exploratory study. Tunis Med. 2017;95(12):229–33. 12. Qadir F, Zehra T, Khan I. Use of concept mapping as a facilitative tool to promote learning in pharmacology. J Coll Physicians Surg Pakistan. 2011;21(8):476–81 13. Baig M, Tariq S, Rehman R, Ali S, Gazzaz ZJ. Concept mapping improves academic performance in problem solving questions in biochemistry subject. Pakistan J Med Sci. 2016;32(4):801–5. 14. Hsu LL, Pan HC, Hsieh SI. Randomized comparison between objective-based lectures and outcome-based concept mapping for teaching neurological care to nursing students. Nurse Educ Today. 2016;37:83–90. 15. Gonzalez HL, Palencia AP, Umana LA, Galindo L, Villafrade MLA. Mediated learning experience and concept maps: a pedagogical tool for achieving meaningful learning in medical physiology students. AJP Adv Physiol Educ. 2008;32(4):312–6. | ||
|
آمار تعداد مشاهده مقاله: 2,037 تعداد دریافت فایل اصل مقاله: 1,401 |
||