Examining The Effectiveness Of Concept Mapping As Problem-Based Learning In Teaching And Learning Processes

Abstract

Those who make it as doctors have knowledge structures that are vast, interwoven frameworks of different topics. Whether they are medical students or practicing doctors, this is relevant. Improving clinical problem-solving skills and other higher-level cognitive processes is one of many possible benefits that might result from expanding this body of knowledge. Using a technique called concept mapping, one may analyse how students conceptualise the ideas that form the basis of their learned material. While completing problem-based learning (PBL) tasks, students can find concept maps helpful. The field of learning theory provides the theoretical foundation for concept maps. Students may include important social and scientific concepts in their concept maps by working on them within the framework of problem-based learning (PBL) scenarios in the classroom. Concept maps can enhance project-based learning (PBL) sessions in several ways. Among these advantages are the following: the enhancement of communication, the detection of information gaps, the formulation of learning goals, the encouragement of cross-disciplinary application, and the assessment of individual students' progress. In addition to large-scale seminar discussions and other project-based learning (PBL) contexts that prioritise team-based learning, students may also discover that idea mapping is beneficial in these sorts of learning environments. Student understanding of the relationships between concepts and the PBL case under investigation may be enhanced in such Problem-Based Learning (PBL) settings. The widespread application of concept mapping in medical education is hindered, in part, by the lack of reliable tools backed by validity data.