Concept mapping for enhanced comprehension in pharmacology

ORCiD

Dr. Benjamin D. Zeitlin: 0000-0003-0110-0188

Department

Biomedical Sciences

Document Type

Article

Publication Title

MedEdPORTAL Publications

DOI

10.15766/mep_2374-8265.10281

Publication Date

Winter 11-18-2015

Abstract

Concept maps aid comprehension of complex topics. This concept map–based teaching resource comprises a set of documents for instruction and implementation of the learning tool towards increasing student understanding and implementation of course material within a dental pharmacology course. The documents include a teacher's instructional guide, a short presentation and associated document for introduction of the material to students, an instructional overview document, a step-by-step guide for students and instructors, and a grading rubric with additional resource information. The documents, while broadly generic, may be further altered to tailor for any pharmacology course. With implementation of this project, there was high compliance with the suggested map format, although some students submitted highly creative maps with images and hypertext links. In the first year of implementation, the large majority of students created maps above base requirements. Fewer than five percent of the students submitted concept maps that did not follow the format suggested by the instructional document. One student presented the required information in a creative format that did not resemble a concept map but instead comprised boxed lists lined in a linear manner but with no other interconcept relationship links. With implementation of this project, there was high compliance with the suggested map format, although some students submitted highly creative maps with images and hypertext links. In the first year of implementation, the large majority of students created maps above base requirements. Fewer than five percent of the students submitted concept maps that did not follow the format suggested by the instructional document. One student presented the required information in a creative format that did not resemble a concept map but instead comprised boxed lists lined in a linear manner but with no other interconcept relationship links. We are currently applying to our Institutional Review Board to perform a study that would survey the students participating in this assignment. The outcomes data we hope to obtain will relate to the ease of performance, the usefulness of the assignment for study of the chosen assignment topic, and the subsequent use of the concept map tool for both pharmacology and nonpharmacology coursework.

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