Benefits of Testable Concept Maps for Learning About Pathogenesis of Disease

• Published in: Teaching and learning in medicine Vol. 23; no. 2; pp. 137 - 143
• Main Authors: Kumar, Shweta, Dee, Fred, Kumar, Rakesh, Velan, Gary
• Format: Journal Article
• Language: English
• Published: United States Taylor & Francis Group 01.04.2011
• Subjects: Causality; Cohort Studies; Concept Formation; Concept mapping; Education, Medical; Female; Humans; Learning; Male; Medical education; Medical students; New South Wales; Pathology; Pathology - education; Postsecondary education; Student attitudes; Students, Medical; Surveys and Questionnaires; Teaching - methods; University of New South Wales; University teaching; Virulence; Young Adult; Australia; New South Wales
• ISSN: 1040-1334; 1532-8015; 1532-8015
• DOI: 10.1080/10401334.2011.561700

Background: Concept maps can assist learning by integrating new information with existing cognitive structure to facilitate meaningful understanding. The benefits of testable concept maps to illustrate cause-and-effect sequences in the pathogenesis of disease have not yet been determined. Purpose: A controlled trial was employed to evaluate the learning benefits of testable pathogenesis maps. Methods: Consecutive cohorts of junior medical students allocated to control and study groups participated in case-based pathology practical classes. Online testable pathogenesis maps were integrated into classes for the study group. An online quiz and questionnaire were used to evaluate outcomes. Results: The study group scored significantly higher on the quiz ( p= .014), including significantly better performance in topics covered by pathogenesis maps ( p= .049). The study group's questionnaire responses regarding pathogenesis maps were overwhelmingly positive. Conclusions: Testable pathogenesis maps significantly improved medical students' understanding of the pathogenesis of disease. Wider use of such maps should be explored.