Concept Mapping to Facilitate Veterinary Students' Understanding of Fluid and Electrolyte Disorders

Abstract

Background: Metacognitive tools such as concept maps have been effective in facilitating meaningful learning and elaborated understanding. Purpose: Our purpose was to facilitate students' understanding of a difficult topic--fluid and electrolyte disorders--through the use of concept maps. Method: Concept maps were integral to the design and delivery of a course on fluid and electrolyte disorders, situated in an interdisciplinary veterinary curriculum. Results: The majority of students claimed that concept maps greatly facilitated their understanding of the relevant pathophysiologic mechanisms contributing to an acid-base disturbance or fluid disorder. Responses from the faculty involved with the course were positive; some evidence for enhanced long-term retention is presented. Conclusions: We argue for the need to help students integrate their learning and for the value of concept maps in helping to make conceptual relations explicit, in identifying errors and omissions, and in revealing misconceptions in students' understanding.