DO CONCEPT MAPS ENHANCE DEEP LEARNING IN MEDICAL STUDENTS STUDYING PUBERTY DISORDERS?

Objective: To study if concept mapping (CM) is a useful learning approach to enhance meaningful learning in final year medical students compared to traditional methods in an undergraduate medical college to improve learning of puberty disorders in Gynaecology. Study Design: Quasi experimental stu...

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Autores principales:	Abeera Choudry, Irfan Shukr, Sohail Sabir
Formato:	article
Lenguaje:	EN
Publicado:	Army Medical College Rawalpindi 2019
Materias:	concept maps critical thinking deep learning Medicine R Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/bb2e2beeea154f3991d46050b57f392c
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id	oai:doaj.org-article:bb2e2beeea154f3991d46050b57f392c
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spelling	oai:doaj.org-article:bb2e2beeea154f3991d46050b57f392c2021-11-09T02:43:57ZDO CONCEPT MAPS ENHANCE DEEP LEARNING IN MEDICAL STUDENTS STUDYING PUBERTY DISORDERS?0030-96482411-8842https://doaj.org/article/bb2e2beeea154f3991d46050b57f392c2019-10-01T00:00:00Zhttps://www.pafmj.org/index.php/PAFMJ/article/view/3395/2370https://doaj.org/toc/0030-9648https://doaj.org/toc/2411-8842Objective: To study if concept mapping (CM) is a useful learning approach to enhance meaningful learning in final year medical students compared to traditional methods in an undergraduate medical college to improve learning of puberty disorders in Gynaecology. Study Design: Quasi experimental study. Place and Duration of Study: Army Medical College Rawalpindi, from Dec 2016 to Mar 2017. Methodology: The final year MBBS class was randomized into 2 groups of 100 each that were taught disorders of puberty using interactive lectures of 50 students. One was taught “disorders of puberty” by traditional lecture and the second by CM. There was Delphi agreement of the content of lecture and method of interaction by the faculty of Gynaecology. Multiple Choice Questions (MCQs), Extended matching Questions (EMQs) and Short Answer Questions (SAQs) were used to assess deep learning two days after lecture. Scores were compared individually and overall between the two groups to assess student‟s learning in the two groups. Results: Mean score of students in the intervention group was significantly higher than the control group (71.9% vs. 55% of total score, p<0.001). The difference of individual scores was more marked in MCQs, EMQs that dealt with pathophysiology and investigations and in SEQs that dealt more with treatment aspect of puberty disorders. Conclusion: CM method was more successful in learning as compared to lecture-based method. Students in CM group received statistically significant higher scores compared to control group. As a supplement to traditional teaching techniques concept maps promoted meaningful learning.Abeera ChoudryIrfan ShukrSohail SabirArmy Medical College Rawalpindiarticleconcept mapscritical thinkingdeep learningMedicineRMedicine (General)R5-920ENPakistan Armed Forces Medical Journal, Vol 69, Iss 5, Pp 959-964 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	concept maps critical thinking deep learning Medicine R Medicine (General) R5-920
spellingShingle	concept maps critical thinking deep learning Medicine R Medicine (General) R5-920 Abeera Choudry Irfan Shukr Sohail Sabir DO CONCEPT MAPS ENHANCE DEEP LEARNING IN MEDICAL STUDENTS STUDYING PUBERTY DISORDERS?
description	Objective: To study if concept mapping (CM) is a useful learning approach to enhance meaningful learning in final year medical students compared to traditional methods in an undergraduate medical college to improve learning of puberty disorders in Gynaecology. Study Design: Quasi experimental study. Place and Duration of Study: Army Medical College Rawalpindi, from Dec 2016 to Mar 2017. Methodology: The final year MBBS class was randomized into 2 groups of 100 each that were taught disorders of puberty using interactive lectures of 50 students. One was taught “disorders of puberty” by traditional lecture and the second by CM. There was Delphi agreement of the content of lecture and method of interaction by the faculty of Gynaecology. Multiple Choice Questions (MCQs), Extended matching Questions (EMQs) and Short Answer Questions (SAQs) were used to assess deep learning two days after lecture. Scores were compared individually and overall between the two groups to assess student‟s learning in the two groups. Results: Mean score of students in the intervention group was significantly higher than the control group (71.9% vs. 55% of total score, p<0.001). The difference of individual scores was more marked in MCQs, EMQs that dealt with pathophysiology and investigations and in SEQs that dealt more with treatment aspect of puberty disorders. Conclusion: CM method was more successful in learning as compared to lecture-based method. Students in CM group received statistically significant higher scores compared to control group. As a supplement to traditional teaching techniques concept maps promoted meaningful learning.
format	article
author	Abeera Choudry Irfan Shukr Sohail Sabir
author_facet	Abeera Choudry Irfan Shukr Sohail Sabir
author_sort	Abeera Choudry
title	DO CONCEPT MAPS ENHANCE DEEP LEARNING IN MEDICAL STUDENTS STUDYING PUBERTY DISORDERS?
title_short	DO CONCEPT MAPS ENHANCE DEEP LEARNING IN MEDICAL STUDENTS STUDYING PUBERTY DISORDERS?
title_full	DO CONCEPT MAPS ENHANCE DEEP LEARNING IN MEDICAL STUDENTS STUDYING PUBERTY DISORDERS?
title_fullStr	DO CONCEPT MAPS ENHANCE DEEP LEARNING IN MEDICAL STUDENTS STUDYING PUBERTY DISORDERS?
title_full_unstemmed	DO CONCEPT MAPS ENHANCE DEEP LEARNING IN MEDICAL STUDENTS STUDYING PUBERTY DISORDERS?
title_sort	do concept maps enhance deep learning in medical students studying puberty disorders?
publisher	Army Medical College Rawalpindi
publishDate	2019
url	https://doaj.org/article/bb2e2beeea154f3991d46050b57f392c
work_keys_str_mv	AT abeerachoudry doconceptmapsenhancedeeplearninginmedicalstudentsstudyingpubertydisorders AT irfanshukr doconceptmapsenhancedeeplearninginmedicalstudentsstudyingpubertydisorders AT sohailsabir doconceptmapsenhancedeeplearninginmedicalstudentsstudyingpubertydisorders
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DO CONCEPT MAPS ENHANCE DEEP LEARNING IN MEDICAL STUDENTS STUDYING PUBERTY DISORDERS?

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