Structured feedback on students’ concept maps: the proverbial path to learning?

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dc.contributor.authorJoseph, Conran
dc.contributor.authorConradsson, David
dc.contributor.authorNilsson Wikmar, Lena
dc.contributor.authorRowe, Michael
dc.date.accessioned2018-10-31T09:17:33Z
dc.date.available2018-10-31T09:17:33Z
dc.date.issued2017
dc.description.abstractBACKGROUND: Good conceptual knowledge is an essential requirement for health professions students, in that they are required to apply concepts learned in the classroom to a variety of different contexts. However, the use of traditional methods of assessment limits the educator’s ability to correct students’ conceptual knowledge prior to altering the educational context. Concept mapping (CM) is an educational tool for evaluating conceptual knowledge, but little is known about its use in facilitating the development of richer knowledge frameworks. In addition, structured feedback has the potential to develop good conceptual knowledge. The purpose of this study was to use Kinchin’s criteria to assess the impact of structured feedback on the graphical complexity of CM’s by observing the development of richer knowledge frameworks. METHODS: Fifty-eight physiotherapy students created CM’s targeting the integration of two knowledge domains within a case-based teaching paradigm. Each student received one round of structured feedback that addressed correction, reinforcement, forensic diagnosis, benchmarking, and longitudinal development on their CM’s prior to the final submission. The concept maps were categorized according to Kinchin’s criteria as either Spoke, Chain or Net representations, and then evaluated against defined traits of meaningful learning. RESULTS: The inter-rater reliability of categorizing CM’s was good. Pre-feedback CM’s were predominantly Chain structures (57%), with Net structures appearing least often. There was a significant reduction of the basic Spoke- structured CMs (P = 0. 002) and a significant increase of Net-structured maps (P < 0.001) at the final evaluation (post-feedback). Changes in structural complexity of CMs appeared to be indicative of broader knowledge frameworks as assessed against the meaningful learning traits. CONCLUSIONS: Feedback on CM’s seemed to have contributed towards improving conceptual knowledge and correcting naive conceptions of related knowledge. Educators in medical education could therefore consider using CM’s to target individual student development.en_US
dc.description.accreditationISI
dc.identifier.citationJoseph et al. (2017). Structured feedback on students’ concept maps: the proverbial path to learning? BMC Medical Education, 17: 90en_US
dc.identifier.issn1472-6920
dc.identifier.urihttp://dx.doi.org/10.1186/s12909-017-0930-3
dc.identifier.urihttp://hdl.handle.net/10566/4172
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherBMCen_US
dc.rights© The Author(s). 2017 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
dc.status.ispeerreviewedTRUE
dc.subjectConcept mappingen_US
dc.subjectStructured feedbacken_US
dc.subjectConceptual knowledgeen_US
dc.subjectMeaningful learningen_US
dc.titleStructured feedback on students’ concept maps: the proverbial path to learning?en_US
dc.typeArticleen_US

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