Assessing the Effectiveness of Using Mechanistic Concept Maps in Case-Based Collaborative Learning

Academic Medicine : Journal of the Association of American Medical Colleges
Krisztina FischerRichard M Schwartzstein

Abstract

Despite the advantages of using mechanistic concept maps (MCMs)-diagrams created individually or collaboratively by a team to foster inductive analysis of a clinical problem-in individual learning, very little is known about their benefits in collaborative learning. First-year medical and dental students (n = 170) were assigned to one of four learning groups in the Homeostasis I course, Harvard Medical School, February-March 2016. One group (n = 43) was randomly assigned to the MCM intervention; students in the remaining groups (n = 127) served as controls. Outcomes included pre- and postcourse surveys on, among other things, reasoning skills, attitudes toward teamwork, and tolerance of ambiguity; final exam scores; and qualitative responses to three open-ended questions on students' perceptions of the effects of MCMs on their learning. Response rates for pre- and postcourse surveys were 87/170 (51%) and 91/170 (54%). Compared with students in the control groups, students in the MCM group reported better reasoning skills (P = .01) and attitudes toward teamwork (P = .02). There were no significant differences in final exam scores between the groups. Students in the intervention group found MCMs more helpful in conceptual learnin...Continue Reading

References

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