概念图作为一种教授循证医学主题的方法：医学生的比较研究
Concept mapping as a method to teach an evidence-based educated medical topic: a comparative study in medical students.
作者信息
Saeidifard Farzane, Heidari Kazem, Foroughi Moein, Soltani Akbar
机构信息
Endocrinology and Metabolism Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, Tehran, Iran.
Department of Epidemiology and Biostatistics, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran.
出版信息
J Diabetes Metab Disord. 2014 Nov 1;13(1):86. doi: 10.1186/s40200-014-0086-1. eCollection 2014.
BACKGROUND
The objective of this study was to compare concept mapping with lecture-based method in teaching of evidence based educated topic to medical students.
METHODS
This randomized controlled trial was carried out on medical students during sixth year of 7-year MD curriculum clerkship phase. Cluster randomization was used to divide students into intervention and control groups. Both groups, at the beginning, were taught "Diabetic Ketoacidosis" (DKA) using evidence-based tool named Critically Appraised Topics (CAT). Students of intervention group were taught construction of concept maps on DKA and in the control group students had a lecture and a group discussion about what they had been taught on DKA. In the end, all of the students had an exam that they had to answer to 7 questions following to two clinical scenarios. The questions addressed physiopathology, diagnosis and treatment of patients with DKA and were scored separately. Sum of these scores was considered as total score. Scores were compared between intervention and control groups.
RESULTS
Seventy six medical students (28 male, 48 female) were participated in this study. Total score among intervention group was higher than control group (78.2% vs. 72.5%, p < 0.001). Subgroup analysis revealed significant differences between scores of students in the intervention group and scores of students in the control group in the diagnostic section of questions (81.0% vs. 71.5%, P < 0.001). The scores of students in the intervention group were also significantly higher than control group in physiopathology section of questions. No statistically significant difference was discovered between two groups in scores of answers to treatment section of questions (78.1 (7.3) vs. 72.5 (5.5) P = 0.03).
CONCLUSION
The results of the study showed that concept mapping method was more successful in education of evidence-based educated topic via CATs in comparison with lecture-based method. Interpretation of this finding would be the concept mapping method may develop meaningful learning among medical students.
背景
本研究的目的是比较概念图法与基于讲座的方法在向医学生传授循证教育主题方面的效果。
方法
本随机对照试验在7年制医学博士课程第六年的临床实习阶段对医学生进行。采用整群随机化将学生分为干预组和对照组。两组在开始时均使用名为“严格评价主题”（CAT）的循证工具教授“糖尿病酮症酸中毒”（DKA）。干预组的学生学习DKA概念图的构建，而对照组的学生则就所教授的DKA内容进行讲座和小组讨论。最后，所有学生参加一场考试，他们必须根据两个临床病例回答7个问题。这些问题涉及DKA患者的生理病理学、诊断和治疗，并分别评分。这些分数的总和被视为总分。比较干预组和对照组的分数。
结果
76名医学生（28名男性，48名女性）参与了本研究。干预组的总分高于对照组（78.2%对72.5%，p<0.001）。亚组分析显示，干预组学生在问题诊断部分的得分与对照组学生的得分之间存在显著差异（81.0%对71.5%，P<0.001）。干预组学生在问题生理病理学部分的得分也显著高于对照组。两组在问题治疗部分答案的得分上未发现统计学显著差异（78.1（7.3）对72.5（5.5），P=0.03）。
结论
研究结果表明，与基于讲座的方法相比，概念图法在通过CATs进行循证教育主题的教学中更成功。这一发现的解释可能是概念图法可以促进医学生的有意义学习。
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