Concept map is an effective graphic tool for organizing and representing knowledge. In order to improve the understanding of concept map and promote its better application in medical education, this paper reviews the characteristics of concept map teaching method, as well as its application in medical education. As tool and strategy, concept map plays a positive role in many teaching procedures, such as teachers′ teaching, students′ learning and assessing of learning. Its fields and model of application in medical education have become increasingly extensive and diverse. The outstanding advantage of concept map is that it can promote the realization of meaningful learning and self-directed learning.
Li Lijuan
,
Wang Li
,
Yan Yan
. Application of concept map in medical education[J]. Chinese Journal of Medical Education, 2022
, 42(12)
: 1098
-1101
.
DOI: 10.3760/cma.j.cn115259-20220509-00599
[1] Novak JD. Concept mapping: a useful tool for science education[J]. J Res Sci Teach, 1990, 27(10): 937-949. DOI:10.1002/tea.366027100.
[2] 都晓辉, 孙辑凯, 董巍,等. 概念图与思维导图结合的实践与思考[J]. 中国继续医学教育,2020,12(22):55-58. DOI :10.3969/j.issn.1674-9308.2020.22.022.
[3] 桑玉明, 王立君. 概念图与医学教育评述[J]. 浙江医学教育,2009,8(2):1-5. DOI: 10.3969/j.issn.1672-0024.2009.02.001.
[4] 王维民. 牛津医学教育教科书[M]. 北京:北京大学医学出版社,2022:101-115.
[5] Mayer RE. Rote versus meaningful learning[J]. Theor Pract, 2002, 41(4): 226-232. DOI:10.1207/s15430421tip4104_4.
[6] Agra G, Formiga NS, Oliveira PS, et al. Analysis of the concept of meaningful learning in light of the Ausubel′s theory[J]. Rev Bras Enferm, 2019, 72(1): 248-255. DOI: 10.1590/0034-7167-2017-0691.
[7] Mukhopadhyay K, Mukherjee S, Dhok A, et al. Use of concept map as a reinforcement tool in undergraduate curriculum: an analytical study[J]. J Adv Med Educ Prof, 2019, 7(3):118-122. DOI: 10.30476/JAMP.2019.74920.
[8] Coderre SP, Harasym P, Mandin H, et al. The impact of two multiple-choice question formats on the problem-solving strategies used by novices and experts[J]. BMC Med Educ, 2004, 4:23. DOI: 10.1186/1472-6920-4-23.
[9] Nicoara SM, Szamoskozi SE, Mitrea DA, et al. Concept mapping, an effective tool for long-term memorization of anatomy-a quasi-experimental research carried out among 1st year general medicine students[J]. Eur J Investig Health Psychol Educ, 2020,10(1):530-543. DOI: 10.3390/ejihpe10010038.
[10] Silva Ezequiel OD, Cerrato Tibirica SH, Damasio Moutinho IL, et al. Medical students′ critical thinking assessment with collaborative concept maps in a blended educational strategy[J]. Educ Health (Abingdon), 2019,32(3):127-130. DOI:10.4103/efh.EfH_306_15.
[11] Aein F, Aliakbari F. Effectiveness of concept mapping and traditional linear nursing care plans on critical thinking skills in clinical pediatric nursing course[J]. J Educ Health Promot, 2017, 6:13. DOI: 10.4103/jehp.jehp_49_14.
[12] Kinchin IM, Cabot LB. An introduction to concept mapping in dental education: the case of partial denture design[J]. Eur J Dent Educ, 2009, 13(1):20-27. DOI: 10.1111/j.1600-0579.2008.00532.x.
[13] Kassab SE, Fida M, Radwan A, et al. Generalisability theory analyses of concept mapping assessment scores in a problem-based medical curriculum[J]. Med Educ, 2016, 50(7):730-737. DOI: 10.1111/medu.13054.
[14] 宋宜宁, 蒋国君, 董淑英,等. 思维导图与概念图结合在药理学教学中的应用[J]. 蚌埠医学院学报,2018,43(9):1220-1223.
[15] Bixler GM, Brown A, Way D, et al. Collaborative concept mapping and critical thinking in fourth-year medical students[J]. Clin Pediatr (Phila),2015, 54(9):833-839. DOI: 10.1177/0009922815590223.
[16] Horton PB, McConney A, Gallo M, et al. An investigation of the effectiveness of concept mapping as an instructional tool[J]. Sci Educ, 1993, 77(1):95-111. DOI: 10.1002/sce.3730770107.
[17] Freeman LA, Jessup LM. The power and benefits of concept mapping: measuring use, usefulness, ease of use, and satisfaction[J]. Int J Sci Educ, 2004, 26(2):151-169. DOI: 10.1080/095006903200
0097361.
[18] Daley BJ, Torre DM. Concept maps in medical education: an analytical literature review[J]. Med Educ, 2010, 44(5):440-448. DOI:10.1111/j.1365-2923.2010. 03628.x.
[19] Chin DB, Dohmen IM, Cheng BH. et al. Preparing students for future learning with teachable agents[J]. Education Tech Research Dev, 2010, 58(6): 649-669. DOI: 10.1007/s11423-010-9154-5.
[20] Schraw G, Crippen KJ, Hartley K. Promoting self-regulation in science education: metacognition as part of a broader perspective on learning[J]. Res Sci Educ, 2006, 36:111-139. DOI:10.1007/s11165-005-3917-8.
[21] Srinivasan M, McElvany M, Shay JM, et al. Measuring knowledge structure: reliability of concept mapping assessment in medical education[J]. Acad Med, 2008, 83(12):1196-1203. DOI: 10.1097/ACM.0b013e31818c6e84.
[22] Williams M. Concept mapping—a strategy for assessment[J]. Nurs Stand, 2004, 19(9):33-38. DOI: 10.7748/ns2004.11.19.9.33.c3754.
[23] West DC, Pomeroy JR, Park JK, et al. Critical thinking in graduate medical education: a role for concept mapping assessment?[J]. JAMA, 2000, 284(9): 1105-1110. DOI: 10.1001/jama.284.9.1105.
