Effectiveness of concept mapping as a learning tool in physiology: a quasi-experimental study among second-year medical students

Abstract

Background: Concept maps are able to display network of relationships between concepts and by integrating aspects of pathophysiology, concept maps encourage a multidisciplinary approach to learning. Objectives: The objectives of the study were to compare the effectiveness of construction of concept maps on long essay question scores among medical students and to investigate students’ perceptions on concept mapping as a learning tool. Methodology: 27 second-year medical students, undergoing urinary system module at a medical college in Malaysia were involved in this study. Students were randomly divided into groups and were asked to create a concept map on “factors affecting glomerular filtration rate” topic. At the end of the module in the summative assessment, one long essay question (LEQ) on the topic covered through face-to-face lecture and other LEQ on the topic covered through face-to-face lecture with concept mapping were assessed. Students’ perceptions on the effectiveness of concept map as a learning tool was collected. Statistical analysis used were mean, paired sample t-test and student t-test. Results: The results demonstrated a significant increase in the mean LEQ scores in LEQ1 (p-value= 0.00016063*). Many of the students agreed that concept mapping improves critical thinking skills, helps to visualize concepts, helps to understand concepts and construction of concept map was an appropriate learning strategy. Conclusion: The concept-mapping construc­tion on a topic resulted in a higher LEQ score compared to the LEQ score on topics without concept mapping. The construction of concept map was perceived favourably by the students.