Attitudes of 8-year program medical students to concept mapping after the pharmacology teaching/learning practice and analysis of the learning readiness for students / 基础医学与临床

Concept mapping is a new method to help learners organizing their knowledge with a visual semantic net-work. In the process of pharmacology teaching concept mapping are used as a teaching tool and a learning tool, respectively. Then a survey was conducted on 8-year program medical students to obtain information regarding students attitude towards concept mapping in pharmacology teaching and learning as well as their learning readiness. The authors hope the information may play a direction role for the teaching activity in the future and make Pharmacology teaching contents and methods meet the knowledge requirement and learning readiness of medical students.

A Qualitative Content Analysis of Experiences on Concept Mapping for Pathophysiology in Nursing Students

PURPOSE: The purpose of this study was to explore the experiences of nursing students in Korea who used concept mapping for understanding pathophysiology. METHODS: The data were collected using an open-ended questionnaire from 83 sophomore nursing students after studying concept mapping in pathophysiology class. Each group consisted of five nursing students submitting four concept maps regarding cell injury, inflammation, infection, and neoplasm. After familiarity with concept mapping, the participants wrote their experiences anonymously on sheets of paper. The submitted materials were analyzed via qualitative content analysis. RESULTS: The collected materials were classified into 3 themes, 8 categories, and 18 subcategories. Three themes emerged: (1) awareness of capabilities, (2) difficulties of completion, and (3) benefits of application. CONCLUSION: The study revealed that participants experienced self-capabilities, and the difficulties and benefits of concept mapping. Concept mapping also provided the opportunity for nursing students to realize communication skill improvement by active group discussion within a group.

Strengthening of Advanced Beginner's Nursing Competence through Concept Mapping: Focus Groups / 한국직업건강간호학회지

PURPOSE: This study was to evaluate the strengthening process of advanced beginner's nursing competence through the concept mapping methods. METHODS: This study was conducted with focus group study for 1 month from November to December 2012 (n=5). Data were analyzed through open coding, axial coding and selection coding stage. RESULTS: Advanced beginner to represent the experience of nursing empowerment and the three categories of the nine concepts were derived. The first category is 'able to see the entire search.' This concept is to start a search query, the search process of thinking, behavior change is expected. The second category is 'behavior change through the acquisition of knowledge.', and this concept is the embodiment of knowledge, confidence rising, and action changing. The third category is 'nursing empowerment', the aesthetic, ethical, and personal knowledge acquisition, as well as self-growth. CONCLUSION: Advanced beginner saw the full flow through the concept mapping and obtained knowledge, and changed behavior. Thus, the concept mapping is effective to strengthen the nursing competence.

Effectiveness of Creativity Training Program on Concept Map Performance of Secondary School Students.

The present study was designed to experiment the effect of De Bono’s CoRT Thinking Program on the Concept Map Performance of Senior Secondary School students of grade IX and X in relation to their level of intelligence. Two identical groups comprised of 51 respondents in each i.e. Experimental and Controlled were drawn with the help of multiclustered random sampling techniques and level testing. While treatment tenure Experimental Groups were taught with CoRT Thinking Program and Controlled Groups were taught with traditional way in a controlled condition as per requirement of experimental method. Results of the experiment were then analyzed by different statistical techniques. It was observed that CoRT Thinking Program has significant effects on concept map performance. Level of intelligence has also been found to have significant effect on some component of concept map performance.

A Concept Mapping Study on Clinical Stress for Nursing Students during Clinical Practice / 간호행정학회지

PURPOSE: The purpose of this study was to identify the conceptual structure of stressors experienced by nursing students during clinical practice. METHODS: Ten men and 10 women nursing college students were interviewed. The results were 208 ideas. By synthesizing and editing these ideas, the final statement was trimmed down to 39 questions. The next step was to have the participants classify these 39 final questions. They were asked to rate stress scores using a five-point scale. Through multidimensional scaling analysis and hierarchical cluster analysis yielded dimensions and clusters. RESULTS: Results of the study showed 2 dimensions which were classified as 'interpersonal relationship-practice system' and 'identity-practice environment'. It also yielded 8 clusters which were classified as 'role confusion', 'gender discrimination', 'attitudes of medical personnel and patients', 'comparison between fellow students', 'difference between theory and practice', 'disestablishing the role of practice guide', 'interference with training', and 'problems of the practice environment'. Further, stress factors and stress levels were differentiated depending on the gender of the student. CONCLUSION: The results of the study indicate that educators who are developing clinical practice programs and clinical practitioners should consider stressors during clinical practice and the educational implications to nursing students.

Application of evidence based concept mapping in teaching rounds in the department of cardi-ology / 中华医学教育探索杂志

Objective To explore the value of evidence-based medicine (EBM)induced con-cept mapping in the teaching rounds in the department of cardiology. Methods Totally 25 medical students were taught to use EBM based concept mapping in preparing the medical teaching rounds during their rotations in the department of cardiology. Training of ward round ability was conducted by familiarizing with the producing method of concept map,selecting cases,posing questions,looking for literatures and discussing the concept map. Then assessment of this method was investigated and compared with that of the traditional teaching rounds method in other departments. t test was used and P≤0.05 was considered statistically significant. Results Compared with traditional method,EBM based concept mapping method showed advantages in cultivating medical students' critical thinking ((4.58±0.89)vs. (4.01±1.02)),creativity ((4.38±0.92)vs. (2.45±0.88))and integrated clinical thinking ((4.08±0.67)vs. (3.59±0.49)),self-study ability ((4.81±0.88)vs. (3.01±1.18))and literature search ability(P<0.05). Conclusions EBM based concept mapping can be a useful teaching ward round tool,which could efficiently improve teaching round quality and assist medical students in overall clinical skills.

Los mapas conceptuales y el aprendizaje basado en problemas en el aprendizaje de contenidos anatómico-fisiológicos en opositores al cuerpo de profesores de Educación Secundaria / Concept mapping and problem-based learning content in anatomical and physiological in students for a public competition to be teachers in Secundary Education

El objetivo de este trabajo ha sido comparar el rendimiento en el aprendizaje de alumnos que se prepararon la oposición para el acceso el cuerpo de profesorado de secundaria en la especialidad de Educación Física, tras recibir la formación de distintos bloques temáticos de anatomía y fisiología a través de diferentes métodos en enseñanza-aprendizaje: mapas conceptuales (CMaps), aprendizaje basado en problemas (ABP) y utilización combinada de ambos métodos. Metodología: Se utilizó un diseño cuasi-experimental, descriptivo y seccional. La muestra total se compuso por 180 estudiantes, 95 varones y 85 mujeres. Se trabajó con un grupo de 64 personas que recibieron formación a través de CMaps, otro de 61 alumnos que recibió formación a través de ABP, y un tercer grupo de 55 que trabajaron combinando ambos métodos. El instrumento de medida fue un cuestionario de evaluación tipo test para cada bloque de contenidos. Se obtuvo una medida pretest antes de la formación y otra medida después de la intervención (postest). Se han analizado las mejoras de cada grupo según el método de enseñanza aplicado y se han comparado los resultados obtenidos mediante análisis de la puntuación de ganancia (postest-pretest) con T de Student para muestras relacionadas. Tras la intervención la media de respuestas correctas es superior al ochenta por ciento en los cinco bloques analizados, siendo los de fisiología y anatomía en los que más se evolucionó. El ABP ha resultado más efectivo que el CMaps, pero las mejoras más altas respecto al pretest corresponden al grupo que ha estudiado combinando CMaps+ABP. Los resultados se discutieron con otros autores, coincidiendo en la necesidad de plantearse una mayor utilización del ABP como método de enseñanza-aprendizaje y que mediante un enfoque metodológico mixto el alumnado adquiere mayores habilidades y competencias.

The aim of this study was to compare the learning achievement of students who prepared the opposition to be teachers in Secondary Education in the speciality of Physical Education, after receiving training in different thematic areas of anatomy and physiology through different teaching and learning methods: concept mapping (CMaps), problem-based learning (PBL) and combined use of both methods. Methodology: We used a quasi-experimental, descriptive and sectional methodological design. The total sample consisted of 180 students, 95 males and 85 females. We worked with a group of 64 people who received training through CMaps, another 61 students who received training PBL, and a third group of 55 which works by combining both methods. The measuring instrument was a questionnaire type assessment test for each content block. Pretest measure was obtained before training and other measures after the intervention (posttest). Improvements were analyzed in each group according to the method of teaching applied and compared the results obtained by analysis of gain scores (posttest-pretest) with T-test for related samples. Results: After intervention the mean score is above eighty percent in the five blocks analyzed, with the physiology and anatomy in the most evolved. PBL has proven more effective than CMaps, but the highest improvements, compared to pretest, are in the group that has studied combining CMaps + PBL. The results were discussed, in agreement with other authors, the need to consider greater use of PBL as a method of teaching and learning and using a mixed methodological approach students acquire greater skills and competencies.

Mapeo de problemas para la atención a la salud materna por actores estatales y federales / Problem mapping by state and federal actors for maternal health attention

OBJETIVO: Analizar las características de problemas del sistema de salud que obstaculizan la atención materna, según los representan y califican funcionarios en diversos puestos y contextos sociales. MATERIAL Y MÉTODOS: Se realizaron talleres con funcionarios de estados de alta mortalidad materna en México (México, Guerrero, Oaxaca y Veracruz) y a nivel federal. Se identificaron 99 problemas en los sistemas de salud. Utilizando mapeo conceptual, 94 funcionarios calificaron los problemas según importancia y factibilidad y se agruparon en regiones. Se analizaron los datos según estado/federación y responsabilidades de los participantes. Se midió la asociación entre perfil/contexto y la priorización de las regiones. RESULTADOS: Las regiones de alta prioridad para la atención materna son infraestructura, contratación de personal y recursos financieros. La importancia de algunas regiones depende del contexto social, aunque también en parte del perfil de responsabilidades de los actores. CONCLUSIONES: Existe consenso entre actores para enfrentar los principales problemas de salud materna en México. Diferencias importantes se deben a diversos contextos. Se demostró la utilidad del mapeo conceptual para el análisis de problemas.

OBJECTIVE: To analyze the characteristics of problems in the health system that present barriers to maternal care, according to their representation and rating by officials in different positions and social contexts. MATERIAL AND METHODS: Workshops were held with state health system officials from Mexican states with high maternal mortality (Mexico, Guerrero, Oaxaca and Veracruz) as well as with federal officials. A total of 99 health system problems were identified. Using concept mapping, 94 officials rated problems according to importance and feasibility; they were grouped into issues. Data was analyzed according to state/federal levels and the responsibilities of participants. The association was measured between responsibility profile/social context and priority issues. RESULTS: The issues of highest priority for maternal health care are infrastructure, personnel hiring and financial resources. The importance of certain issues depends on context and, to an extent, on the actors' responsibilities. CONCLUSIONS: There is consensus among actors to address the principal maternal health problems in Mexico. Important differences correspond to context. The usefulness of concept mapping to analyze problems was demonstrated.

Educational Evaluation of Problem-solving Skills by Means of Concept Mapping / 医学教育

Tools to assess problem-solving skills are limited, and comprehensive evaluation is difficult. Concept mapping might be used to evaluate learners' organization of knowledge at various points during training. We used concept mapping to evaluate postgraduate training at the Department of Education Training Technology and Development, National Institute of Public Health. Thirty-five healthcare workers, including physicians, and public health nurses, underwent concept mapping training, drew preinstruction concept maps about public health or community organization, completed an educational course, and then drew postinstruction concept maps. Maps were assessed independently through qualitative comparison of concepts, conceptual links, hierarchy, knowledge domains, cross-links, and examples of preinstruction and postinstitution maps. This study provides preliminary evidence that concept mapping reflects changes and differences in the conceptual framework of individuals and of members of different healthcare specialties. Concept mapping can be used to clarify conceptual frameworks and to develop problem-solving skills. Moreover, concept mapping might be used to evaluate problem-solving skills.