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REVIEW ARTICLE
Year : 2022  |  Volume : 15  |  Issue : 5  |  Page : 660-661  

Facilitating deep learning among medical students through the use of concept mapping


1 Medical Education Unit Coordinator and Member of the Institute Research Council, Department of Community Medicine, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India

Date of Submission29-Oct-2020
Date of Decision18-Jan-2021
Date of Acceptance28-May-2021
Date of Web Publication22-Jan-2022

Correspondence Address:
Saurabh RamBihariLal Shrivastava
Professor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV) - Deemed to be University, Thiruporur - Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpet District - 603108, Tamil Nadu
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/mjdrdypu.mjdrdypu_601_20

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  Abstract 


As the field of medicine is complex, the students have to be encouraged to shift from rote learning to meaningful learning and a wide range of teaching-learning methods can be employed for the same. Concept mapping has been identified as one of the ways to expedite the learning of conceptual knowledge through better understanding, improved retention, and improved performance. An extensive search of all materials related to the topic was carried out in the PubMed search engine and a total of seven articles were selected based upon the suitability with the current review objectives. Moreover, it can be looked upon as an innovative approach for students' motivation and active engagement. In conclusion, concept mapping should be employed in the field of medical education across different participants to facilitate teaching-learning and assessment. The employment of the tool makes the learning process interactive and encourages deep learning.

Keywords: Concept mapping, deep learning, medical education


How to cite this article:
Shrivastava SR, Shrivastava PS. Facilitating deep learning among medical students through the use of concept mapping. Med J DY Patil Vidyapeeth 2022;15:660-1

How to cite this URL:
Shrivastava SR, Shrivastava PS. Facilitating deep learning among medical students through the use of concept mapping. Med J DY Patil Vidyapeeth [serial online] 2022 [cited 2022 Nov 26];15:660-1. Available from: https://www.mjdrdypv.org/text.asp?2022/15/5/660/336316




  Introduction Top


Students who enroll in medical schools tend to have varied educational and sociocultural backgrounds and it becomes quite mandatory to spend some time of their training to orient them about expected levels of knowledge, skills, values, and professional values.[1] In fact, amidst the transition from the traditional curriculum to the competency-based undergraduate curriculum, it is indispensable to impart critical thinking abilities for the clinical problems and ensure meaningful learning through the application of the learned knowledge. Further, acknowledging the fact that all the students are adult learners, it has been envisaged to guide the students to integrate the new information with the already known knowledge to ensure effective learning.[2 4] The purpose of the current review was to explore the utility of concept mapping in the promotion of deep learning among medical students.


  Methods Top


An extensive search of all materials related to the topic was carried out in the PubMed search engine. Relevant research articles focusing on the use of concept mapping among medical students published in the period 2014–2020 were included in the review. A total of nine studies similar to current study objectives was identified initially, of which, two were excluded due to the unavailability of the complete version of the articles. Overall, seven articles were selected based upon the suitability with the current review objectives and analyzed. Keywords used in the search include concept mapping and medical students. The collected information is presented under the following subheadings, namely, concept mapping in medical education, attributes of concept mapping, applications and limitations, implications for practice, and implications for research.


  Concept Mapping in Medical Education Top


As the field of medicine is complex, the students have to be encouraged to shift from rote learning to meaningful learning and a wide range of teaching-learning methods can be employed for the same.[1] Concept mapping has been identified as one of the ways to expedite the learning of conceptual knowledge through better understanding, improved retention, and improved performance.[1],[2] This mode of learning is based on the rationale that meaningful learning takes place by arranging concepts in a hierarchical and diagrammatic manner, as it aids in establishing connection between various concepts.[2],[3] In fact, the tool enables the organization and representation of the knowledge of the specific concept and also ensures linkage with the subtopics and other concepts.[1],[5],[6]


  Attributes of Concept Mapping Top


The employment of concept maps aids medical students to integrate information and develop linkages between the concepts in the basic science subjects and the clinical presentation of the patient to ensure better delivery of services.[2],[4] Concept map has been ranked as one of the good didactic and educational tools, which has the potential to help the students to solve the problem and take evidence-based decisions by promoting deep learning.[3],[6],[7] It is essential to note that concept mapping can also be used in group settings, wherein it promotes collaborative learning and gives opportunities for the teachers to assess the knowledge organization.[5],[7] Moreover, it can be looked upon as an innovative approach for students' motivation and active engagement.[3],[4],[5]


  Applications and Limitations Top


In the field of education, it has been employed not only to teach or learn new concepts but also for review of preexisting knowledge, assessment, promotion of critical thinking, and in encouraging better communication and development of staff.[2],[3],[4] However, to enhance the potential of the entire process, it is a must for the teachers to provide immediate feedback to the students about their performance. Moreover, we have to accept that it might not suit all types of learners equally, nevertheless, it has immense potential to expedite teaching.[3],[4],[5],[6]


  Implications for Practice Top


Considering the utility of concept mapping in simplifying the complex aspects of medicine, it becomes quite essential for the medical teachers to employ the same for the benefit of medical students. The Medical Education unit of each of the medical colleges should organize small sensitization programs-cum-workshops to train the faculty members about concept mapping and the settings in which it can be used to expedite learning and facilitate deep learning.


  Implications for Research Top


Owing to its visual nature, concept mapping can prove to be extremely useful for the visual learners (who have visual type of learning as the predominant type). The planned research can focus toward the anticipated benefits of concept mapping among other types of learners (viz. auditory, read-write, and kinesthetic). Further, feedback can be obtained from the students regarding the utility of concept mapping in making them remember complex topics and the overall benefit that can be attributed to concept mapping.


  Conclusion Top


Concept mapping should be employed in the field of medical education across different participants to facilitate teaching-learning and assessment. The employment of the tool makes the learning process interactive and encourages deep learning.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.



 
  References Top

1.
Fonseca M, Oliveira B, Carreiro-Martins P, Neuparth N, Rendas A. Revisiting the role of concept mapping in teaching and learning pathophysiology for medical students. Adv Physiol Educ 2020;44:475-81.  Back to cited text no. 1
    
2.
Kwas H, Ghédira H. Use of the concept mapping in teaching during a medical rotation of interns: An exploratory study. Tunis Med 2017;95:229-33.  Back to cited text no. 2
    
3.
Rehman R, Siddiqi HS, Baig M. Concept mapping: A way of meaningful learning for medical students. J Pak Med Assoc 2019;69:1062.  Back to cited text no. 3
    
4.
Sargolzaie N, Sargazi S, Lotfi G. Concept mapping as a tool to improve medical student's learning about rabies surveillance. J Educ Health Promot 2019;8:132.  Back to cited text no. 4
    
5.
Torre D, Daley BJ, Picho K, Durning SJ. Group concept mapping: An approach to explore group knowledge organization and collaborative learning in senior medical students. Med Teach 2017;39:1051-6.  Back to cited text no. 5
    
6.
Bixler GM, Brown A, Way D, Ledford C, Mahan JD. Collaborative concept mapping and critical thinking in fourth-year medical students. Clin Pediatr (Phila) 2015;54:833-9.  Back to cited text no. 6
    
7.
Saeidifard F, Heidari K, Foroughi M, Soltani A. Concept mapping as a method to teach an evidence-based educated medical topic: A comparative study in medical students. J Diabetes Metab Disord 2014;13:86.  Back to cited text no. 7
    




 

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