| Use of an expert concept map as an advance organizer to improve understanding of respiratory failure. | |
| | |
MedLine Citation:
|
PMID: 22225439 Owner: NLM Status: In-Data-Review |
Abstract/OtherAbstract:
|
Background: Helping novices transition toward expertise requires "meaningful" learning. Advance organizers are educational tools which help connect prior knowledge with new information, a critical step in making learning meaningful. Concept maps visually represent knowledge organization and can serve as advance organizers enabling deeper and more meaningful learning while enhancing knowledge integration. Aim: To compare respiratory failure understanding of resident physicians instructed, using an expert concept map advance organizer with learners receiving traditional didactic teaching. Methods: Residents were randomized by month of service to receive either a control lecture or a session using an expert concept map as an advanced organizer. Participants completed three concept maps; pre-education (CM1), immediately post-education (CM2), and 1 week later (CM3). Concept maps were scored using a standardized structural scoring method. Results: Forty-six pediatric residents (23 control and 23 experimental) participated. To account for repeated measures within subjects, the generalized estimating equations method compared concept map improvement between groups. The experimental group improved significantly more than controls (CM1-CM2-CM3 p = 0.001; CM1-CM2 p = 0.001; and CM1-CM3 p = 0.017). Conclusions: Using an expert concept map as an advance organizer improves knowledge organization and integration while offering a tool to enhance deeper understanding of medical knowledge among resident physicians. |
| | |
Authors:
|
William B Cutrer; Danny Castro; Kevin M Roy; Teri L Turner |
Related Documents
:
|
10353289 - Outcome measurement in postgraduate year one of graduates from a medical school with a ... 18200889 - The relation of moral judgment development and educational experience to recall of mora... 20636589 - Comparing the performance of graduate-entry and school-leaver medical students. 9232409 - Family practice residency behavioral science training: influence on graduate practice a... 3701809 - Increasing the graduation rates of minority medical students. 10725349 - A comparison of naïve and sophisticated subject behavior with game theoretic predictions. 10079399 - The effects of outsourcing on occupational health and safety: a comparative study of fa... 11702469 - Program revision: a dynamic outcome of evaluation. 19031209 - Supported-employment practice in the uk: evidence about an emerging occupational group. |
Publication Detail:
|
Type: Journal Article |
Journal Detail:
|
Title: Medical teacher Volume: 33 ISSN: 1466-187X ISO Abbreviation: Med Teach Publication Date: 2011 |
Date Detail:
|
Created Date: 2012-01-09 Completed Date: - Revised Date: - |
Medline Journal Info:
|
Nlm Unique ID: 7909593 Medline TA: Med Teach Country: England |
Other Details:
|
Languages: eng Pagination: 1018-26 Citation Subset: IM |
Affiliation:
|
Division of Pediatric Critical Care, Vanderbilt University School of Medicine , USA. |
Export Citation:
|
APA/MLA Format Download EndNote Download BibTex |
| MeSH Terms | |
Descriptor/Qualifier:
|
|
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
Previous Document: Effect of feedback from standardized patients on medical students' performance and perceptions of th...
Next Document: Effective multilevel teaching techniques on attending rounds: A pilot survey and systematic review o...