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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...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2020
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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. |
format | Online Article Text |
id | pubmed-8314218 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
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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