Attitudes to concept maps as a teaching/learning activity in undergraduate health professional education: influence of preferred learning style

Attitudes to concept maps as a teaching/learning activity in undergraduate health professional education: influence of preferred learning style.

Concept maps that integrate and relate concepts in a nonlinear fashion are widely accepted as an educational tool that can underpin meaningful learning in medical education. However, student take-up may be affected by a number of cognitive and non-cognitive influences. In the present study, student attitudes to pre-prepared concept maps introduced in Stage 2 conjoint MPharm and BSc Pharmacology...

Concept maps and meaningful learning in medical education

Influence of using the strategy of concept maps in learning fractions

This paper is about concept maps and how they can assist in the learning ofconcepts of mathematics. First the paper presents the theoretical backgroundand working denitions for concept maps. Then this study examines the impactof using concept maps in learning of fractions. Results of this study indicatedthat using this strategy was eective in learning of fractions for fourth-gradestudents. This...

Toward meaningful learning in undergraduate medical education using concept maps in a PBL pathophysiology course.

Problem-based learning (PBL) is now an established method in undergraduate medical education that aims to develop reasoning skills based on clinical problems. More recently, the use of concept mapping in medical education aims to improve meaningful learning. At the New University of Lisbon, we have been using PBL as a major educational method in a pathophysiology course. In 2003-2004, we starte...

concept maps and meaningful learning in medical education

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