Content area
Abstract
Mechanistic Concept Mapping (MCM) is a visual method of representing linkages between concepts in order to facilitate deeper understanding of physiological and pathophysiological principles while solving clinical problems. Case-based collaborative learning (CBCL) is a medium-size group approach that combines elements from team-based, problem-based and case-based learning. This study evaluates the effectiveness of MCM in CBCL at Harvard Medical School.
First year medical and dental students (n=170) were assigned into one of four learning societies. One society (n=43) was randomly selected for the “MCM” group; the students in the other three societies (n=127) were in the “Control” group. Outcomes for the “MCM” and the “Control” group were compared using student responses to pre-, post-course surveys and exam scores. A qualitative self-assessment focused on students’ perception on their learning was collected mid-course and examined using category construction and inductive approach to analysis.
Overall, “MCM” students’ perceptions of their reasoning skills and teamwork was significantly (p<0.05) better than their “Control” counterparts. A trend (p=0.08) was noted in “MCM” students’ higher perceptions on their tolerance of ambiguity when compared pre- and post-course responses. The course final exam scores for “MCM” and “Control” groups were not significantly different. However, students’ scores on the first quiz in the “MCM” group tended to be higher than the “Control” group (p=0.09). Qualitative data analysis indicates that students in the “MCM” group routinely overcame team learning obstacles through strategies aimed at prioritizing collaborative inductive reasoning.
MCM is an easily applicable learning tool that can promote the students’ perceptions of critical thinking skills and teamwork in collaborative learning.
