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Concept Mapping, an Effective Tool for Long-Term Memorization of Anatomy—A Quasi-Experimental Research Carried out among 1st Year General Medicine Students

This study is part of a doctoral thesis conducted at the Faculty of Psychology of Babes-Bolyai University in collaboration with the University of Medicine, both from Cluj-Napoca, Romania. The starting point of the study was based on the eternal question of the medical student—“How should I learn to...

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Autores principales: Nicoara, Sergiu-Mihai, Szamoskozi, Stefan-Emeric, Mitrea, Delia-Alexandrina, Leucuta, Daniel-Corneliu
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8314218/
https://www.ncbi.nlm.nih.gov/pubmed/34542501
http://dx.doi.org/10.3390/ejihpe10010038
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author Nicoara, Sergiu-Mihai
Szamoskozi, Stefan-Emeric
Mitrea, Delia-Alexandrina
Leucuta, Daniel-Corneliu
author_facet Nicoara, Sergiu-Mihai
Szamoskozi, Stefan-Emeric
Mitrea, Delia-Alexandrina
Leucuta, Daniel-Corneliu
author_sort Nicoara, Sergiu-Mihai
collection PubMed
description This study is part of a doctoral thesis conducted at the Faculty of Psychology of Babes-Bolyai University in collaboration with the University of Medicine, both from Cluj-Napoca, Romania. The starting point of the study was based on the eternal question of the medical student—“How should I learn to manage to retain so much information?” This is how learning through conceptual maps and learning by understanding has been achieved. In the study, a number of 505 students from the Faculty of General Medicine were randomly selected and divided into groups, to observe changes in the grades they obtained when learning anatomy with the concept mapping method vs. traditional methods. Six months later, a retest was carried out to test long-term memory. The results were always in favor of the experimental group and were statistically significant (with one exception), most notably for the 6-month retesting. It was also observed that the language of teaching, different or the same as the first language, explains that exception, at least partially. Other results were taken into account, such as the distribution of bad and good grades in the two groups. Other parameters that influenced the obtained results and which explain some contradictory results in the literature are discussed. In conclusion, the use of conceptual maps is useful for most students, both for short and long-term memory.
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spelling pubmed-83142182021-09-15 Concept Mapping, an Effective Tool for Long-Term Memorization of Anatomy—A Quasi-Experimental Research Carried out among 1st Year General Medicine Students Nicoara, Sergiu-Mihai Szamoskozi, Stefan-Emeric Mitrea, Delia-Alexandrina Leucuta, Daniel-Corneliu Eur J Investig Health Psychol Educ Article This study is part of a doctoral thesis conducted at the Faculty of Psychology of Babes-Bolyai University in collaboration with the University of Medicine, both from Cluj-Napoca, Romania. The starting point of the study was based on the eternal question of the medical student—“How should I learn to manage to retain so much information?” This is how learning through conceptual maps and learning by understanding has been achieved. In the study, a number of 505 students from the Faculty of General Medicine were randomly selected and divided into groups, to observe changes in the grades they obtained when learning anatomy with the concept mapping method vs. traditional methods. Six months later, a retest was carried out to test long-term memory. The results were always in favor of the experimental group and were statistically significant (with one exception), most notably for the 6-month retesting. It was also observed that the language of teaching, different or the same as the first language, explains that exception, at least partially. Other results were taken into account, such as the distribution of bad and good grades in the two groups. Other parameters that influenced the obtained results and which explain some contradictory results in the literature are discussed. In conclusion, the use of conceptual maps is useful for most students, both for short and long-term memory. MDPI 2020-03-03 /pmc/articles/PMC8314218/ /pubmed/34542501 http://dx.doi.org/10.3390/ejihpe10010038 Text en © 2020 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) ).
spellingShingle Article
Nicoara, Sergiu-Mihai
Szamoskozi, Stefan-Emeric
Mitrea, Delia-Alexandrina
Leucuta, Daniel-Corneliu
Concept Mapping, an Effective Tool for Long-Term Memorization of Anatomy—A Quasi-Experimental Research Carried out among 1st Year General Medicine Students
title Concept Mapping, an Effective Tool for Long-Term Memorization of Anatomy—A Quasi-Experimental Research Carried out among 1st Year General Medicine Students
title_full Concept Mapping, an Effective Tool for Long-Term Memorization of Anatomy—A Quasi-Experimental Research Carried out among 1st Year General Medicine Students
title_fullStr Concept Mapping, an Effective Tool for Long-Term Memorization of Anatomy—A Quasi-Experimental Research Carried out among 1st Year General Medicine Students
title_full_unstemmed Concept Mapping, an Effective Tool for Long-Term Memorization of Anatomy—A Quasi-Experimental Research Carried out among 1st Year General Medicine Students
title_short Concept Mapping, an Effective Tool for Long-Term Memorization of Anatomy—A Quasi-Experimental Research Carried out among 1st Year General Medicine Students
title_sort concept mapping, an effective tool for long-term memorization of anatomy—a quasi-experimental research carried out among 1st year general medicine students
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8314218/
https://www.ncbi.nlm.nih.gov/pubmed/34542501
http://dx.doi.org/10.3390/ejihpe10010038
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