Author :
Barinder Kaur, Tania Moudgil, Seema Dutt Bandhu, Rajiv Arora, Barinder Kaur, Tania Moudgil, Seema Dutt Bandhu, Rajiv Arora
Volume :
12
Issue :
3
Abstract :
Background: Medical education is an everchanging field in terms of quantity of knowledge needed to be learned and how this knowledge is imparted to the students. The students sometimes cannot form concepts or apply them from the current way of teaching. Hence there is a gap which need to be filled between teaching and interpretation and concept maps can bridge the gap between teaching and effective learning. Concept maps are a strategy that focuses on creating linkages across bodies of knowledge and linking theory to practice.Materials and Methods: Concept Maps were introduced in Phase 3 medical undergraduates in Ophthalmology discipline. Each student designed a concept map which was assessed by two assessors based on a pre-validated evaluation checklist. A pre-validated pretested feedback questionnaire was collected to know the perceptions of students as regards to the concept maps.Results: The data obtained from feedback questionnaire revealed that Concept maps are useful learning tool and beneficial for short term as well as long term learning. Almost 92% of students said that the new teaching learning tool of Concept maps is a favorable method of learning. The students find it interesting, useful, and innovative way of learning. Few students (8%) found Concept Maps time consuming and complicated. The students find concept maps feasible and applicable to other disciplines as well.Conclusions: Concept maps are useful, feasible and acceptable learning tool for medical undergraduates.
Keyword :
Checklist, Feedback, Knowledge Bases, Ophthalmology Students, Surveys and Questionnaires