Bibi Fatemeh Baghernezhad Hesary 
, Mohadese Meshkin ro, Sayyedeh Fatemeh Askary , Majid Zare Bidaki *
, Mohadese Meshkin ro, Sayyedeh Fatemeh Askary , Majid Zare Bidaki *
Medical Microbiology Department, School of Medicine, Infectious Disease Research Center, Birjand University of Medical Sciences, Birjand, Iran , m.zare@live.co.uk
Abstract: (327 Views)
Introduction: Concept mapping is one of the educational methods that facilitates a deep understanding and connection of concepts. The present study aimed to assess the effect of using concept maps on the learning of general medicine students at Birjand University of Medical Sciences in 2022.
Methods: This quasi-experimental study was conducted on 89 general medical students at Birjand University of Medical Sciences during the academic year 2021-2022. Sampling has been done using the census method and 55 students were assigned to the control group, while 34 students were placed in the intervention group. During four sessions (90 minutes each), both groups were trained using the same teaching method (lecture). The intervention group received the necessary training on concept mapping and how to create it using X-Mind software. At the end of the teaching sessions, students were asked to draw a concept map of the lesson. Finally, a test was administered to students in both groups to assess learning outcomes. In this study, a researcher-made questionnaire was utilized to evaluate student satisfaction, and the mean test scores of the two groups were compared to assess the level of lesson learning. Data were analyzed in IBM SPSS Statistics version 23 using the independent t-test.
Results: Based on results,56.4% of participants in the control group were female, while 35.3% of subjects in the intervention group were female. The mean score of the bacteriology course in the intervention group (14.23±3.10) was significantly higher than that in the control group (12.58±3.41) (P=0.024). The mean satisfaction score regarding the concept mapping method) In the range of 1 to 5) was 4.09.
Conclusion: Considering the positive effect of concept mapping on learning and student satisfaction, it is recommended that the concept mapping method be integrated into student education.
Methods: This quasi-experimental study was conducted on 89 general medical students at Birjand University of Medical Sciences during the academic year 2021-2022. Sampling has been done using the census method and 55 students were assigned to the control group, while 34 students were placed in the intervention group. During four sessions (90 minutes each), both groups were trained using the same teaching method (lecture). The intervention group received the necessary training on concept mapping and how to create it using X-Mind software. At the end of the teaching sessions, students were asked to draw a concept map of the lesson. Finally, a test was administered to students in both groups to assess learning outcomes. In this study, a researcher-made questionnaire was utilized to evaluate student satisfaction, and the mean test scores of the two groups were compared to assess the level of lesson learning. Data were analyzed in IBM SPSS Statistics version 23 using the independent t-test.
Results: Based on results,56.4% of participants in the control group were female, while 35.3% of subjects in the intervention group were female. The mean score of the bacteriology course in the intervention group (14.23±3.10) was significantly higher than that in the control group (12.58±3.41) (P=0.024). The mean satisfaction score regarding the concept mapping method) In the range of 1 to 5) was 4.09.
Conclusion: Considering the positive effect of concept mapping on learning and student satisfaction, it is recommended that the concept mapping method be integrated into student education.
Type of Study: Research |
Subject:
Teaching Method
References
1. Schroeder NL, Nesbit JC, Anguiano CJ, Adesope OO. Studying and constructing concept maps: A meta-analysis. Educ Psychol Rev 2018;30(2):431-55. [DOI:10.1007/s10648-017-9403-9]
2. Zamani K, Amani V. Overview of the application of conceptual mapping software in facilitating and improving the quality of teaching and learning of chemistry. Res Chem Educ 2019;1(1):15-34. [Persian] [Link]
3. Yarmohammadi M, Mohamadi A, Noghabi R. Comparison the effect of teaching based on individual and group concept mapping on educational motivation and achievement. Biqu J of Cog Strategy Lear 2019;7(12):189-211. [Persian] [DOI:10.22084/j.PSYCHOGY.2019.16773.1796]
4. Hartmeyer R, Stevenson MP, Bentsen P. A systematic review of concept mapping-based formative assessment processes in primary and secondary science education. Assess Educ: Princ, Polic & Prac 2018;25(6):598-619. [DOI:10.1080/0969594X.2017.1377685]
5. Slieman TA, Camarata T. Case-based group learning using concept maps to achieve multiple educational objectives and behavioral outcomes. J Med Educ and Curri Dev 2019;6:2382120519872510. [DOI:10.1177/2382120519872510]
6. Pourmontaseri Z, Karimi S, Freydooni Z, Najafipour S, Farjadfar A, Abdollahi A. Designing, implementation and evaluation of bacteriology courses in active-collaborative learning by using the complete-form workbook. J Adv Biomed Sci 2020;10(3):2509-16. [Persian] [Link]
7. Amaniyan S, Pouyesh V, Bashiri Y, Snelgrove SH, Vaismoradi M. Comparison of the conceptual map and traditional lecture methods on students' learning based on the VARK learning style model: a randomized controlled trial. SAGE open nurs 2020;6:2377960820940550. [DOI:10.1177/2377960820940550]
8. Aein F, Frouzandeh N. Investigating efficacy of concept mapping in student's learning of nursing process of pediatric patients. J Shahrekord Uni Med Sci 2012;14(2):55-63. [Persian] [Link]
9. Fatawi I, Degeng NS, Setyosari P, Ulfa S, Hirashima T. Effect of online-based concept map on student engagement and learning outcome. Int J Dis Edu Tech 2020;18(3):42-56. [DOI:10.4018/IJDET.2020070103]
10. Hannani S, Sadati L. Evaluation of the effect of concept map training in comparison with the lecture method on the level of learning, retention and satisfaction with teaching methods in surgical technology students. Ira J Nurs Res 2021;16(1):101-7. [Persian] [Link]
11. Ahmari tehran H, Abediny Z, kachoie A, khoramirad A, Tabibi M. Comparison of the effect of lecture and concept mapping methods on studentslearning and satisfaction. Ira J Med Edu 2012;12(6):430-8. [Persian] [Link]
12. Karimi M. The effect of concept map model on critical thinking and academic achievement of medical education students. Educ Strategy Med Sci 2021;14(3):112-9. [Persian] [Link]
13. Ghanbari A, Paryad E, Ehsani M.The effectiveness of conceptual map teaching method on short and long term learning in nursing students. Strides in Dev Med Educ 2010;7(2):112-118. [Persian] [Link]
14. Derakhshan F, Yazdanfar S, Allami A. Concept mapping in learning histology from the viewpoint of midwifery students. Strides Dev Med Educ 2017;13(6):632-7. [Persian] [Link]
15. Pouragha B, Norouzinia R, Ghazivakili Z, Pakravan N. Effect of conceptual mapping in small groups on academic performance and student satisfaction in basic immunology. Dev Strategy Med Educ 2018;5(1):54-69. [Persian] [Link]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
