Sorte Smita R, Sande Suvarna, Rathod Sachin B, Vij Vinu A, Gumashta Jyotsna, Muthiyan Gayatri, Patil Ashwini
Department of Physiology, AIIMS, Nagpur, Maharashtra, India.
Department of Microbiology, Datta Meghe Medical College, Nagpur, Maharashtra, India.
J Educ Health Promot. 2024 Feb 7;13:2. doi: 10.4103/jehp.jehp_728_23. eCollection 2024.
Understanding of human physiology is critical for clinical practice and disease management. Escalating the teaching-learning method to improve conceptual knowledge may help the students to apply their knowledge in clinical scenarios. The present study was conducted to teach the use of concept mapping as a learning strategy to foster meaningful learning in physiology, compare its impact as a learning tool with traditional methods on meaningful learning, assess the cognitive gain, and find student's perception regarding concept mapping.
The interventional study was conducted on first-year MBBS students. Depending upon marks obtained in previous internal assessments, the students were classified into "rapid learners" (RL) and "potential learners" (PL). By simple random sampling technique, both groups were divided into interventional (concept mapping) and control groups (question-answer discussion). After a pretest, all students had a lecture on glomerular filtration. The assignment was given to the interventional group to prepare a concept map on glomerular filtration, and question-answer were discussed for control groups. A surprise posttest was conducted after 2-3 days.
In our study, all four groups showed significant differences in the pretest and posttest scores using a paired -test ( < 0.05). The mean score of gain in learning, raw gain (G0), absolute learning gain, relative learning gain, and average normalized gain compared between the interventional group and controls group showed statistically significant performance improvement in both RL and PL groups.
The concept mapping strategy was more efficacious than the question-answer discussion. Concept mapping is an impactful learning tool to improve cognitive gain and potential pedagogical strategy to foster meaningful learning in physiology students.
对人体生理学的理解对于临床实践和疾病管理至关重要。升级教学方法以提高概念性知识可能有助于学生将知识应用于临床场景。本研究旨在教授使用概念图作为一种学习策略，以促进生理学中有意义的学习，将其作为学习工具与传统方法在有意义学习方面的影响进行比较，评估认知收获，并了解学生对概念图的看法。
对一年级医学学士学生进行了干预性研究。根据之前内部评估获得的分数，将学生分为“快速学习者”（RL）和“潜在学习者”（PL）。通过简单随机抽样技术，将两组学生均分为干预组（概念图）和对照组（问答讨论）。在进行预测试后，所有学生都参加了一次关于肾小球滤过的讲座。给干预组布置任务，要求他们绘制一张关于肾小球滤过的概念图，而对照组则进行问答讨论。在2至3天后进行了一次突击后测试。
在我们的研究中，使用配对检验，所有四组在预测试和后测试分数上均显示出显著差异（<0.05）。干预组和对照组之间在学习增益的平均分数、原始增益（G0）、绝对学习增益、相对学习增益和平均标准化增益方面进行比较，结果显示RL组和PL组在学习表现上均有统计学意义的显著提高。
概念图策略比问答讨论更有效。概念图是一种有效的学习工具，可提高认知收获，也是促进生理学学生进行有意义学习的潜在教学策略。
