Concept Mapping as Problem-Based Learning: Assessing its Effectiveness in Teaching-Learning Processes

Abstract

Whether they are students or working doctors, effective people in the medical field have knowledge structures that are made up of large, integrated frameworks of linked topics. Improving clinical problem- solving along with other higher-level cognitive functions is one of the many potential results of developing this knowledge foundation. Concept mapping is a technique that makes it possible to see how students conceptualise the ideas that constitute the basis of the knowledge they have been given. Concept maps are based on theories from the academic field of learning theory and may be used by students as a support aid when they solve problems (PBL). In problem-based learning (PBL) classrooms, students may draw concept maps that integrate fundamental scientific and social concepts in addition to PBL cases. In addition to promoting communication, detecting knowledge gaps, coming up with ideas for learning goals, stimulating application across disciplinary boundaries, and evaluating each student's progress, the usage of concept maps in PBL lessons may also be advantageous. Concept mapping may also be useful for students in other PBL contexts, such as large-scale seminar discussion and team-based learning settings. Students may get a deeper understanding of the relationships between different concepts and the Problem-Based Learning (PBL) case that is being examined by using these kinds of PBL settings. The creation of reliable, validity-evidenced tools is one of the challenges preventing idea mapping from being widely used in medical education.