Concept mapping: an effective instructional strategy for diet therapy

Students' Response to the Questionnaire about the Usefulness of Concept Maps for Problem-Based Learning and the Forms of Concept Maps

PURPOSE

Concept maps have been studied and used in diverse ways in scientific fields. This study aimed to investigate the usefulness and limitations of using concept maps during problem-based learning (PBL) in Year 3 medical students.

METHODS

After each PBL module, we gathered concept maps from each pair of students and questionnaires about the usefulness and limitations of concept maps, and analyzed them.

RESULTS

There were two types of concept maps, with some modifications. The students felt that concept maps provided overall understanding, analysis, and reorganization of problem cases. But, they also criticized shortage of disciplines related to drawing skills and rationales for each type of map. A strong need for expert maps and feedback for students resulted.

CONCLUSION

For optimal use of concept maps, we recommend that the committee implements a plan to teach drawing skills, explains rationales for each type of map, and gives feedback to students.

The influence of concept mapping on critical thinking in baccalaureate nursing students

This article describes a quasi-experimental study that used a pretest-posttest design with a control group to evaluate the effectiveness of concept mapping in developing critical thinking skills in baccalaureate nursing students. A convenience sample (n = 76) was randomly assigned to experimental (n = 44) and control (n = 32) groups. The experimental group was taught to use concept mapping of patient information to prepare for clinical experiences. The control group was taught to use traditional nursing care plans. Critical thinking skills were measured with the California Critical Thinking Skills Test, which yielded six scores: an overall score and five subscales (analysis, evaluation, inference, deductive reasoning, and inductive reasoning). A significant difference (p <.05) was found between the mean pretest and posttest scores and each subscale. Post hoc tests found differences between groups to be insignificant, while various differences within a group were significant. Experimental-group scores improved significantly (p <.05) on the overall score and the analysis and evaluation subscales, while control-group scores improved significantly only on the evaluation subscale and declined significantly on the inference subscale. The findings suggest that concept mapping is effective in helping students develop critical thinking skills.