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.
Descripción general del estudio
Estado
Condiciones
Descripción detallada
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.
Tipo de estudio
Inscripción (Actual)
Fase
- No aplica
Contactos y Ubicaciones
Ubicaciones de estudio
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-
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Tunis, Túnez
- Maternity and Neonatology Center of Tunis
-
-
Criterios de participación
Criterio de elegibilidad
Edades elegibles para estudiar
- Adulto
- Adulto Mayor
Acepta Voluntarios Saludables
Descripción
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.
Plan de estudios
¿Cómo está diseñado el estudio?
Detalles de diseño
- Propósito principal: Otro
- Asignación: Aleatorizado
- Modelo Intervencionista: Asignación paralela
- Enmascaramiento: Ninguno (etiqueta abierta)
Armas e Intervenciones
Grupo de participantes/brazo |
Intervención / Tratamiento |
|---|---|
|
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.
|
¿Qué mide el estudio?
Medidas de resultado primarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
|
Clinical Reasoning Score
Periodo de tiempo: Immediately after completion of the Case-Based Learning session
|
Assessment of knowledge organization and clinical reasoning development using the synthesis question score (NQS)
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Immediately after completion of the Case-Based Learning session
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Medidas de resultado secundarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
|---|---|---|
|
Knowledge Acquisition Score
Periodo de tiempo: 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
Periodo de tiempo: 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
|
Colaboradores e Investigadores
Patrocinador
Publicaciones y enlaces útiles
Publicaciones Generales
- 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.
Fechas de registro del estudio
Fechas importantes del estudio
Inicio del estudio (Actual)
Finalización primaria (Actual)
Finalización del estudio (Actual)
Fechas de registro del estudio
Enviado por primera vez
Primero enviado que cumplió con los criterios de control de calidad
Publicado por primera vez (Actual)
Actualizaciones de registros de estudio
Última actualización publicada (Actual)
Última actualización enviada que cumplió con los criterios de control de calidad
Última verificación
Más información
Términos relacionados con este estudio
Palabras clave
Términos MeSH relevantes adicionales
Otros números de identificación del estudio
- CBL/2026
Plan de datos de participantes individuales (IPD)
¿Planea compartir datos de participantes individuales (IPD)?
Información sobre medicamentos y dispositivos, documentos del estudio
Estudia un producto farmacéutico regulado por la FDA de EE. UU.
Estudia un producto de dispositivo regulado por la FDA de EE. UU.
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