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.
調査の概要
状態
詳細な説明
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.
研究の種類
入学 (実際)
段階
- 適用できない
連絡先と場所
研究場所
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Tunis、チュニジア
- Maternity and Neonatology Center of Tunis
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参加基準
適格基準
就学可能な年齢
- 大人
- 高齢者
健康ボランティアの受け入れ
説明
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.
研究計画
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：他の
- 割り当て：ランダム化
- 介入モデル：並列代入
- マスキング：なし（オープンラベル）
武器と介入
参加者グループ / アーム |
介入・治療 |
|---|---|
|
実験的：CBL Without Concept Mapping
Participants receive a Case-Based Learning session without the use of concept mapping.
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Participants receive a Case-Based Learning session without the use of concept mapping.
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実験的：CBL With Teacher-Constructed Concept Map
Participants receive a Case-Based Learning session supplemented by a concept map prepared and presented by the instructor.
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Participants receive a Case-Based Learning session supplemented by a concept map designed and presented by the instructor.
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実験的：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.
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Participants receive a Case-Based Learning session supplemented by a concept map progressively developed by students under instructor supervision.
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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Clinical Reasoning Score
時間枠：Immediately after completion of the Case-Based Learning session
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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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二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Knowledge Acquisition Score
時間枠：Immediately after completion of the learning session
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Difference between immediate post-test and pre-test scores (Δ1 = N2 - N1).
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Immediately after completion of the learning session
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Knowledge Retention Score
時間枠：Two weeks after completion of the learning session
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Delayed post-test score and score variation between delayed and immediate post-tests (Δ2 = N3 - N2).
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Two weeks after completion of the learning session
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協力者と研究者
出版物と役立つリンク
一般刊行物
- 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.
研究記録日
主要日程の研究
研究開始 (実際)
一次修了 (実際)
研究の完了 (実際)
試験登録日
最初に提出
QC基準を満たした最初の提出物
最初の投稿 (実際)
学習記録の更新
投稿された最後の更新 (実際)
QC基準を満たした最後の更新が送信されました
最終確認日
詳しくは
この情報は、Web サイト clinicaltrials.gov から変更なしで直接取得したものです。研究の詳細を変更、削除、または更新するリクエストがある場合は、register@clinicaltrials.gov。 までご連絡ください。 clinicaltrials.gov に変更が加えられるとすぐに、ウェブサイトでも自動的に更新されます。
医学教育の臨床試験
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Universitaire Ziekenhuizen KU Leuven完了