The Effect of Concept Map Model on Critical Thinking and Academic Achievement of Medical Education Students

Introduction: Many of the common teaching methods of universities deliver to students who are incapable of solving their smallest individual and social problems. Whereas educational programs and methods should be designed to encourage learner thinking and problem solving, In this study, the role of each of the traditional teaching methods and concept map in the development of critical thinking and academic achievement of postgraduate students of Iran University of Medical Sciences has been investigated. Methods: The research method is quasi-experimental and was performed using two-group design with pre-test and post-test. The statistical population were all graduate students in the field of medical education in the academic year 2017-2018, two groups of 17 of them participated as an available sample. Data collection tools, the California Critical Thinking Assessment Questionnaire, as well as academic achievement tests were acceptable indicators of validity and reliability. The collected data were analyzed using SPSS24 software and Kolmogorov-Smirnov tests (to ensure that the data distribution was normal), independent and covariance analysis. Results: The observed differences in the level of critical thinking between the two groups of control and experiment were only due to the use of concept map model and the pre-test had no significant effect on it. Also, the difference in academic achievement of the two control and experiment groups was due to the use of concept map model and again the pre-test did not have a significant effect on it. Conclusion: The findings of the study showed that the observed differences in the level of critical thinking with (P-value = 0.04) and academic achievement with (P = value = 0.00) between the two groups of evidence and experiment only in terms of the application of the map model is conceptual and the pre-test has not had a significant effect on it.