Concept mapping as a Tool for Learning and Assessment in Problem-based Learning | ||||
| Suez Canal University Medical Journal | ||||
| Editorial, Volume 19, Issue 1, March 2016, Page 1-9 PDF (771.43 K) | ||||
| DOI: 10.21608/scumj.2016.43870 | ||||
 View on SCiNiTO | ||||
| Author | ||||
Salah Eldin Kassab 
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| Department of Medical Education, Faculty of Medicine, Suez Canal University, Egypt | ||||
| Abstract | ||||
| The knowledge structure of medical experts and successful learners is characterized by comprehensive integrated frameworks of related concepts. The development of this knowledge structure can facilitate clinical problem solving and other higher cognitive activities. Concept mapping is a learning tool which can depict the representation of knowledge structure of learners. Concept maps are built on learning theory concepts which complement problem-based learning (PBL). Students studying in PBL programs can construct concept maps centered on PBL cases and integrating the basic sciences and community concepts related to the case they study. Furthermore, concept maps can be used in PBL tutorial sessions for enhancing discussion, identifying learning gaps, generation of learning objectives, promoting learning integration and assessment of learning. Other uses of concept mapping in PBL could be in large group sessions in Seminars or team-based learning sessions to facilitate interactions and relevance of different concepts to the PBL case. However, challenges to concept mapping use in medical education include the development of tools with reliability and validity-evidence. | ||||
| Keywords | ||||
| Concept Mapping; Medical education; Problem-Based Learning; Knowledge structure; Student assessment | ||||
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