Impact of Concept Mapping in Case-Based Learning Among Medical Students
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.
Studienübersicht
Status
Bedingungen
Detaillierte Beschreibung
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:
- Case-Based Learning without concept mapping.
- Case-Based Learning with a concept map designed by the instructor and presented at the end of the session.
- 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.
Studientyp
Einschreibung (Tatsächlich)
Phase
- Unzutreffend
Kontakte und Standorte
Studienorte
-
-
-
Tunis, Tunesien
- Maternity and Neonatology Center of Tunis
-
-
Teilnahmekriterien
Zulassungskriterien
Studienberechtigtes Alter
- Erwachsene
- Älterer Erwachsener
Akzeptiert gesunde Freiwillige
Beschreibung
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.
Studienplan
Wie ist die Studie aufgebaut?
Designdetails
- Hauptzweck: Sonstiges
- Zuteilung: Zufällig
- Interventionsmodell: Parallele Zuordnung
- Maskierung: Keine (Offenes Etikett)
Waffen und Interventionen
Teilnehmergruppe / Arm |
Intervention / Behandlung |
|---|---|
|
Experimental: CBL Without Concept Mapping
Participants receive a Case-Based Learning session without the use of concept mapping.
|
Participants receive a Case-Based Learning session without the use of concept mapping.
|
|
Experimental: CBL With Teacher-Constructed Concept Map
Participants receive a Case-Based Learning session supplemented by a concept map prepared and presented by the instructor.
|
Participants receive a Case-Based Learning session supplemented by a concept map designed and presented by the instructor.
|
|
Experimental: 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.
|
Participants receive a Case-Based Learning session supplemented by a concept map progressively developed by students under instructor supervision.
|
Was misst die Studie?
Primäre Ergebnismessungen
Ergebnis Maßnahme |
Maßnahmenbeschreibung |
Zeitfenster |
|---|---|---|
|
Clinical Reasoning Score
Zeitfenster: 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
|
Sekundäre Ergebnismessungen
Ergebnis Maßnahme |
Maßnahmenbeschreibung |
Zeitfenster |
|---|---|---|
|
Knowledge Acquisition Score
Zeitfenster: 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
Zeitfenster: 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
|
Mitarbeiter und Ermittler
Sponsor
Publikationen und hilfreiche Links
Allgemeine Veröffentlichungen
- Torre DM, Durning SJ, Daley BJ. Twelve tips for teaching with concept maps in medical education. Med Teach. 2013;35(3):201-8. doi: 10.3109/0142159X.2013.759644.
- Thistlethwaite JE, Davies D, Ekeocha S, Kidd JM, MacDougall C, Matthews P, Purkis J, Clay D. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Med Teach. 2012;34(6):e421-44. doi: 10.3109/0142159X.2012.680939.
- Novak JD, Cañas AJ. The Theory Underlying Concept Maps and How to Construct and Use Them. Technical Report IHMC CmapTools. 2008.
Studienaufzeichnungsdaten
Haupttermine studieren
Studienbeginn (Tatsächlich)
Primärer Abschluss (Tatsächlich)
Studienabschluss (Tatsächlich)
Studienanmeldedaten
Zuerst eingereicht
Zuerst eingereicht, das die QC-Kriterien erfüllt hat
Zuerst gepostet (Tatsächlich)
Studienaufzeichnungsaktualisierungen
Letztes Update gepostet (Tatsächlich)
Letztes eingereichtes Update, das die QC-Kriterien erfüllt
Zuletzt verifiziert
Mehr Informationen
Begriffe im Zusammenhang mit dieser Studie
Schlüsselwörter
Zusätzliche relevante MeSH-Bedingungen
Andere Studien-ID-Nummern
- CBL/2026
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