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Impact of Concept Mapping in Case-Based Learning Among Medical Students

7. juni 2026 opdateret af: Ben marzouk Sofiene, University Tunis El Manar

Impact of Concept Mapping and Its Integration Modality in Case-Based Learning on Knowledge Acquisition, Knowledge Retention, and Clinical Reasoning Development Among Third-Year Medical Students: A Prospective Randomized Study

This prospective randomized study aims to compare the impact of three Case-Based Learning (CBL) approaches on knowledge acquisition, knowledge retention, and clinical reasoning development among third-year medical students during their obstetrics and gynecology rotation.

Participants are randomly assigned to one of three groups: CBL without concept mapping, CBL with a teacher-constructed concept map, or CBL with a concept map co-constructed by students during the learning session. Knowledge acquisition and retention are assessed using pre-tests, immediate post-tests, and delayed post-tests. Clinical reasoning and knowledge organization are evaluated using a synthesis exercise.

The study seeks to determine whether concept mapping and the modality of its integration into CBL enhance learning outcomes and clinical reasoning skills in undergraduate medical education.

Studieoversigt

Status

Afsluttet

Betingelser

Intervention / Behandling

Detaljeret beskrivelse

Case-Based Learning (CBL) is a learner-centered educational approach that promotes active learning and clinical reasoning through the discussion of authentic clinical cases. Concept maps are educational tools that help learners organize, integrate, and connect knowledge.

This prospective randomized study was conducted among third-year medical students during their obstetrics and gynecology rotation at the Maternity and Neonatology Center of Tunis. Eligible students who had reviewed the official preeclampsia learning module were randomly allocated to one of three educational interventions:

  1. Case-Based Learning without concept mapping.
  2. Case-Based Learning with a concept map designed by the instructor and presented at the end of the session.
  3. Case-Based Learning with a concept map progressively developed by students under instructor supervision.

All groups were exposed to the same clinical case, learning objectives, instructor, and teaching duration. Learning outcomes were assessed using a pre-test, an immediate post-test, a delayed post-test administered two weeks later, and a synthesis exercise evaluating knowledge organization and clinical reasoning.

The primary outcome is the effect of concept mapping and its integration modality on clinical reasoning and knowledge organization, assessed through the synthesis exercise score. Secondary outcomes include knowledge acquisition and knowledge retention assessed through test scores and score variations over time.

The findings of this study may contribute to identifying effective educational strategies for improving learning and clinical reasoning in undergraduate medical education.

Undersøgelsestype

Interventionel

Tilmelding (Faktiske)

26

Fase

  • Ikke anvendelig

Kontakter og lokationer

Dette afsnit indeholder kontaktoplysninger for dem, der udfører undersøgelsen, og oplysninger om, hvor denne undersøgelse udføres.

Studiesteder

  • Tunesien
      • Tunis, Tunesien
        • Maternity and Neonatology Center of Tunis

Deltagelseskriterier

Forskere leder efter personer, der passer til en bestemt beskrivelse, kaldet berettigelseskriterier. Nogle eksempler på disse kriterier er en persons generelle helbredstilstand eller tidligere behandlinger.

Berettigelseskriterier

Aldre berettiget til at studere

  • Voksen
  • Ældre voksen

Tager imod sunde frivillige

Ja

Beskrivelse

Inclusion Criteria:

  • Third-year medical students enrolled in the Obstetrics and Gynecology rotation.
  • Completion of the preeclampsia learning module before the educational session.
  • Provision of informed consent.

Exclusion Criteria:

  • Refusal to participate.
  • Failure to complete the pre-test, post-test, synthesis assessment, or delayed -post-test.
  • Absence from the educational session.
  • Incomplete study data.

Studieplan

Dette afsnit indeholder detaljer om studieplanen, herunder hvordan undersøgelsen er designet, og hvad undersøgelsen måler.

Hvordan er undersøgelsen tilrettelagt?

Design detaljer

  • Primært formål: Andet
  • Tildeling: Randomiseret
  • Interventionel model: Parallel tildeling
  • Maskning: Ingen (Åben etiket)

Våben og indgreb

Deltagergruppe / Arm
Intervention / Behandling
Eksperimentel: CBL Without Concept Mapping
Participants receive a Case-Based Learning session without the use of concept mapping.
Adfærdsmæssigt: Case-Based Learning Without Concept Mapping
Participants receive a Case-Based Learning session without the use of concept mapping.
Eksperimentel: CBL With Teacher-Constructed Concept Map
Participants receive a Case-Based Learning session supplemented by a concept map prepared and presented by the instructor.
Adfærdsmæssigt: Teacher-Constructed Concept Mapping
Participants receive a Case-Based Learning session supplemented by a concept map designed and presented by the instructor.
Eksperimentel: CBL With Student Co-Constructed Concept Map
Participants receive a Case-Based Learning session supplemented by a concept map progressively developed by students under instructor supervision.
Adfærdsmæssigt: Student Co-Constructed Concept Mapping
Participants receive a Case-Based Learning session supplemented by a concept map progressively developed by students under instructor supervision.

Hvad måler undersøgelsen?

Primære resultatmål

Resultatmål
Foranstaltningsbeskrivelse
Tidsramme
Clinical Reasoning Score
Tidsramme: Immediately after completion of the Case-Based Learning session
Assessment of knowledge organization and clinical reasoning development using the synthesis question score (NQS)
Immediately after completion of the Case-Based Learning session

Sekundære resultatmål

Resultatmål
Foranstaltningsbeskrivelse
Tidsramme
Knowledge Acquisition Score
Tidsramme: Immediately after completion of the learning session
Difference between immediate post-test and pre-test scores (Δ1 = N2 - N1).
Immediately after completion of the learning session
Knowledge Retention Score
Tidsramme: Two weeks after completion of the learning session
Delayed post-test score and score variation between delayed and immediate post-tests (Δ2 = N3 - N2).
Two weeks after completion of the learning session

Samarbejdspartnere og efterforskere

Det er her, du vil finde personer og organisationer, der er involveret i denne undersøgelse.

Sponsor

University Tunis El Manar

Publikationer og nyttige links

Den person, der er ansvarlig for at indtaste oplysninger om undersøgelsen, leverer frivilligt disse publikationer. Disse kan handle om alt relateret til undersøgelsen.

Generelle publikationer

Datoer for undersøgelser

Disse datoer sporer fremskridtene for indsendelser af undersøgelsesrekord og resumeresultater til ClinicalTrials.gov. Studieregistreringer og rapporterede resultater gennemgås af National Library of Medicine (NLM) for at sikre, at de opfylder specifikke kvalitetskontrolstandarder, før de offentliggøres på den offentlige hjemmeside.

Studer store datoer

Studiestart (Faktiske)

1. februar 2026

Primær færdiggørelse (Faktiske)

31. marts 2026

Studieafslutning (Faktiske)

31. marts 2026

Datoer for studieregistrering

Først indsendt

7. juni 2026

Først indsendt, der opfyldte QC-kriterier

7. juni 2026

Først opslået (Faktiske)

11. juni 2026

Opdateringer af undersøgelsesjournaler

Sidste opdatering sendt (Faktiske)

11. juni 2026

Sidste opdatering indsendt, der opfyldte kvalitetskontrolkriterier

7. juni 2026

Sidst verificeret

1. juni 2026

Mere information

Begreber relateret til denne undersøgelse

Nøgleord

Yderligere relevante MeSH-vilkår

Andre undersøgelses-id-numre

  • CBL/2026

Plan for individuelle deltagerdata (IPD)

Planlægger du at dele individuelle deltagerdata (IPD)?

INGEN

Lægemiddel- og udstyrsoplysninger, undersøgelsesdokumenter

Studerer et amerikansk FDA-reguleret lægemiddelprodukt

Ingen

Studerer et amerikansk FDA-reguleret enhedsprodukt

Ingen

Disse oplysninger blev hentet direkte fra webstedet clinicaltrials.gov uden ændringer. Hvis du har nogen anmodninger om at ændre, fjerne eller opdatere dine undersøgelsesoplysninger, bedes du kontakte register@clinicaltrials.gov. Så snart en ændring er implementeret på clinicaltrials.gov, vil denne også blive opdateret automatisk på vores hjemmeside .

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