1 - Serviço de Imunoalergologia, Centro Hospitalar Universitário de Lisboa Central
2 - Departamento de Fisiopatologia, NOVA Medical School, CHRC - Comprehensive Health Research Centre, Lisbon, Portugal
- CMC 2022 Malta, Ninth international concept mapping conference
The purpose of this presentation is to emphasize the need to standardize rules of construction and application of Concept Maps - Novakian methodology, adapted by Daley and Torre (Daley & Torre, 2016) - in medical education. That is necessary for results to become comparable between different users, thus proving its role in promoting meaningful learning.
We are currently performing a scoping review of the literature following the PRISMA extension for this type of review to achieve this goal. We decided to compare current evidence regarding three types of diagrams used in medical education: Concept Maps, Knowledge Maps (Lambiotte et al., 1989), and Mind Maps (Abdel-Hamid, G.A., 2017). The search was made in May 2022 through the databases PubMed/MEDLINE, Scopus, Eric (through EBSCO Host) and Web Of Science, using the following items: “concept map*”, “knowledge map*”, “mind map*” and “medical education”. We included articles in English, exclusively in medical education, studies of all designs (quantitative, qualitative and mixed-methods), with no limitations as to the date of publication. As for Concept Maps, from an original number of 362 citations, 215 full text articles were assessed for eligibility and 81 were considered eligible. As for Mind Maps, the results were 44, 33 and 13, respectively. Whereas for Knowledge Maps the results were 33, 22 and 2, respectively. The subsequent analysis of the content of the selected articles includes the following items: maps’ construction rules (if they follow or not the Novakian rules), area, study group (undergraduate and postgraduate students / residents) and if they are used for assessment. We also analysed the maps regarding their capacity to integrate knowledge from basic sciences to clinical concepts; working in teams through the learning pathway and in clinical training and practice; using these learning tools within other educational strategies like Problem-Based Learning; assessing students’ knowledge and providing feedback.
Our preliminary analysis points to the lack of standardization of most of the information available on the maps construction and utilization. However, the Concept Maps’ data is dominant and less heterogenous, particularly when a standard methodology is used, demonstrating the growing interest in the use of this approach in medical education, from undergraduate to clinical practice.
Palavras Chave: Concept mapping, medical education, scoping review