Group concept mapping: An approach to explore group knowledge organization and collaborative learning in senior medical students

Dario Torre*, Barbara J. Daley, Katherine Picho, Steven J. Durning

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

Introduction: Group concept mapping may be used as a learning strategy that can potentially foster collaborative learning and assist instructors to assess the development of knowledge organization in medical students. Methods: Group concept maps were created by 39 medical students rotating through a fourth year medicine rotation. The group maps were developed based on a clinical vignette. Descriptive statistics and thematic analysis of students’ evaluations were performed. Results: Evaluations indicated that students enjoyed the collaborative nature of the exercise and the knowledge sharing activities associated with it. Group maps can demonstrate different knowledge organization Discussion: Group concept mapping can be used to explore students’ organization and integration of knowledge structures in a collaborative setting. Additional research should focus on how group mapping and learning progresses over time and, whether group mapping can help identify curricular strengths and needs.

Original languageEnglish
Pages (from-to)1051-1056
Number of pages6
JournalMedical Teacher
Volume39
Issue number10
DOIs
StatePublished - 3 Oct 2017
Externally publishedYes

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