Abstract
Background: Concept maps can assist learning by integrating new information with existing cognitive structure to facilitate meaningful understanding. The benefits of testable concept maps to illustrate cause-and-effect sequences in the pathogenesis of disease have not yet been determined. Purpose: A controlled trial was employed to evaluate the learning benefits of testable pathogenesis maps. Methods: Consecutive cohorts of junior medical students allocated to control and study groups participated in case-based pathology practical classes. Online testable pathogenesis maps were integrated into classes for the study group. An online quiz and questionnaire were used to evaluate outcomes. Results: The study group scored significantly higher on the quiz ( p= .014), including significantly better performance in topics covered by pathogenesis maps ( p= .049). The study group's questionnaire responses regarding pathogenesis maps were overwhelmingly positive. Conclusions: Testable pathogenesis maps significantly improved medical students’ understanding of the pathogenesis of disease. Wider use of such maps should be explored.
Published Version
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