Learning with Concept Maps versus Learning with Case Based Study in Neuroanatomy‐A comparison

Abstract

IntroductionMeaningful learning skills are very important for medical students as they need to keep abreast of the rapid changes in science and the practice of medicine. Thus, in order to have competent doctors, there is a need to train medical students in ways that help them to become life‐long meaningful learners. Hence, one of the major goals of medical educators is fostering meaningful and self‐directed learning among medical students. Concept maps are educational tools that encourage meaningful learning. It helps in developing synthesis and analytical skills among students. Case based study in medical education is another tool to foster meaningful learning. It helps in developing analytical and decision making skills. It also facilitates learning by doing.Present study was undertaken to compare learning with concept maps and learning with case based study in neuroanatomy to achieve following objectives: Sensitize 1st year MBBS students to concept mapping and case base learning as teaching‐learning tools Compare learning with concept maps versus learning with case base learning. Obtain feedback from students in regards to learning with concept maps and case base study. Material and MethodA randomized cross sectional prospective study was conducted on 150 medical students of 1st year after due permission from IRB. Students were divided into two groups A and B. Group A studied “Internal capsule, basal ganglion and spinal cord” by developing “concept maps”. Group B leant through case base learning method. Pre and post‐tests were conducted for both groups with pre validated questionnaire. After posttest, group A was exposed to case based learning and group B was exposed to concept maps. Feedback was obtained from all students in regards to learning with concept maps and case based study through a 5 point Likert scale. Student's t test was applied for statistical analysis.ResultThere was significant improvement in knowledge of both group A and B students (p value was <0.0001). There was no significant difference in gain of knowledge between two groups (p value was 0.0010). 90% students found the case based learning was interesting and engaging. 60% students found that learning with case study helped them to understand topic better. 90% students found that development of concept maps was time consuming.Discussion and ConclusionCase based learning is a better learning tool to engage students in active learning process. It also facilitates better understanding of given topic in comparison to development of concept maps.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.