Baliga Sulakshana Shridhar, Walvekar Padmaja Ravindra, Mahantshetti Girija Jagadish
Department of Community Medicine, J.N. Medical College, Belagavi, Karnataka, India.
J Educ Health Promot. 2021 Jan 28;10:35. doi: 10.4103/jehp.jehp_146_20. eCollection 2021.
Concept maps hold great potential for the students as it helps in the formulation of new concepts as well to evaluate the learning ability of the students. However, the use of concept maps as a teaching tool in medical students in India has not been explored, to the best of our knowledge. This study was conducted to assess the use of concept maps in improving learning among medical students.
This study was conducted among III MBBS students belonging to two batches. This study was carried out in two stages. In first stage, pretest was taken to test the knowledge of students. Later, introductory class was taken on tuberculosis and concept map was used to explain the given concept and later posttest was taken. In second stage, feedback was taken from the students regarding the concept map. Pre- and post-test results were compared using Wilcoxon test.
Significant difference between pretest (4 ± 1.593) and posttest (10 ± 0.762) score was seen ( < 0.0001). More than 50% of students scored full marks in posttest, whereas no one got full marks in the pretest. Positive response (82.09%) was received from the students when feedback was taken regarding the use of concept map.
Concept maps are found to be an effective teaching and learning tool for medical students. They can be used to enhance meaningful learning in students and can be practiced more in the students for better understandings of the concepts.
概念图对学生具有巨大潜力，因为它有助于新概念的形成，也有助于评估学生的学习能力。然而，据我们所知，在印度医学生中尚未探索将概念图用作教学工具的情况。本研究旨在评估概念图在提高医学生学习效果方面的应用。
本研究在两个批次的医学本科三年级学生中进行。该研究分两个阶段开展。在第一阶段，进行预测试以检验学生的知识水平。随后，就结核病开展入门课程，并使用概念图解释给定概念，之后进行后测试。在第二阶段，收集学生对概念图的反馈。使用威尔科克森检验比较预测试和后测试结果。
预测试（4 ± 1.593）和后测试（10 ± 0.762）分数之间存在显著差异（< 0.0001）。超过50%的学生在后测试中获得满分，而预测试中无人获得满分。当收集学生对概念图使用的反馈时，得到了积极回应（82.09%）。
概念图被发现是医学生有效的教学和学习工具。它们可用于增强学生的有意义学习，并且可以在学生中更多地实践以更好地理解概念。
