Learning with Concept Maps and evaluation of individually prepared concept maps versus concept maps prepared in groups

Abstract

Introduction Medical education aims not only to prepare students to learn existing knowledge but to generate new knowledge and apply that knowledge to solve complex problems. Research suggests that complex problems can be solved with the help of knowledge integration. The use of concept maps as teaching tool facilitates knowledge integration. Present study was undertaken to compare learning with individually prepared concept maps versus learning with concept maps prepared in groups. Individually and collaboratively prepared concept maps were assessed to compare knowledge gain. Methods A randomized cross sectional prospective study was conducted on 80 medical students of 1 st year. Students were divided into 2 groups A and B. Group A studied “Gross anatomy of knee joint” by developing concept maps in number of small subgroups. Group B studied with concept maps developed individually by each student. Pre and posttest were conducted for both groups with pre validated questionnaire. Each concept map was evaluated as per Novak and Gowins system of assessment and knowledge gain was compared for individually prepared concept maps versus concept maps prepared in groups. Students T test was applied for statistical analysis. Result There was significant improvement in knowledge in both group A and B students. This improvement was more marked in regards to high cognitive type MCQs. There was significant difference of marks (p value 0.0002) between group A and Group B students. Concept maps prepared in groups got higher scoring than individually prepared concept maps. Discussion and Conclusion Learning with collaboratively developed concept maps leads to higher knowledge retention in comparison to the learning with concept maps developed individually in gross anatomy. Teaching‐learning with development of concept maps individually or collaboratively facilitates higher cognitive learning. Preparation of concept maps in groups facilitates better understanding of concepts. Support or Funding Information nil