Abstract
While the utility of concept mapping has been widely reported in primary and secondary educational contexts, its application in the health sciences in higher education has been less frequently noted. Two case studies of the application of concept mapping in undergraduate and postgraduate health sciences are detailed in this paper. The case in undergraduate dental education examines the role of concept mapping in supporting problem-based learning and explores how explicit induction into the principles and practices of CM has add-on benefits to learning in an inquiry-based curriculum. The case in postgraduate medical education describes the utility of concept mapping in an online inquiry-based module design. Specific attention is given to applications of CMapTools™ software to support the implementation of Novakian concept mapping in both inquiry-based curricular contexts.
Highlights
The focus of this special issue of Knowledge Management and E-Learning, is twofold
The two case studies presented in this paper aim to address these foci by sharing and evaluating innovative practices in designing meaningful learning experiences using Novakian Concept mapping (CM) within larger curriculum designs
The first describes the use of CM to support the first year experience in an integrated, studentcentred, interactive, collaborative and problem-based curriculum in undergraduate dental education, while the second describes how CM has been incorporated into an inquirybased online continuing professional education course on problem-based learning (PBL) for medical educators
Summary
The focus of this special issue of Knowledge Management and E-Learning, is twofold. First, there is an interest in moving the field of Novakian concept mapping (CM) beyond primary and secondary education towards examining advances in its application to academic research. The two case studies presented in this paper aim to address these foci by sharing and evaluating innovative practices in designing meaningful learning experiences using Novakian CM within larger curriculum designs Both cases employ an outcomes and inquiry-based approach in the field of health sciences education. The first describes the use of CM to support the first year experience in an integrated, studentcentred, interactive, collaborative and problem-based curriculum in undergraduate dental education, while the second describes how CM has been incorporated into an inquirybased online continuing professional education course on problem-based learning (PBL) for medical educators Both learning contexts are related to the health sciences but the two cases differ in terms of content but, most importantly when considering curriculum design, of level of learners (undergraduates versus academics) and learning modality (face-to-face versus online). Such a view situates knowledge as a fluid process of exploration rather than as a fixed product for content delivery
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