At a glance
ClinicalIndex Comparison RecordStandardized by ClinicalIndex from the ClinicalTrials.gov record · verify against the source.
Impact of Concept Mapping and Its Integration Modality in Case-Based Learning on Knowledge Acquisition, Knowledge Retention, and Clinical Reasoning Development Among Third-Year Medical Students: A Prospective Randomized Study
In Brief
A clinical study evaluating Case-Based Learning Without Concept Mapping, Teacher-Constructed Concept Mapping, and 1 other intervention for Medical Education and 3 related conditions. Completed, enrolled 26 participants across 1 site.
Signals
Detailed Summary
This prospective randomized study aims to compare the impact of three Case-Based Learning (CBL) approaches on knowledge acquisition, knowledge retention, and clinical reasoning development among third-year medical students during their obstetrics and gynecology rotation. Participants are randomly assigned to one of three groups: CBL without concept mapping, CBL with a teacher-constructed concept map, or CBL with a concept map co-constructed by students during the learning session. Knowledge acquisition and retention are assessed using pre-tests, immediate post-tests, and delayed post-tests. Clinical reasoning and knowledge organization are evaluated using a synthesis exercise. The study seeks to determine whether concept mapping and the modality of its integration into CBL enhance learning outcomes and clinical reasoning skills in undergraduate medical education.
Study Details
Timeline
Arms & Interventions
Participants receive a Case-Based Learning session without the use of concept mapping.
Participants receive a Case-Based Learning session supplemented by a concept map prepared and presented by the instructor.
Participants receive a Case-Based Learning session supplemented by a concept map progressively developed by students under instructor supervision.
Interventions
Participants receive a Case-Based Learning session without the use of concept mapping.
Participants receive a Case-Based Learning session supplemented by a concept map designed and presented by the instructor.
Participants receive a Case-Based Learning session supplemented by a concept map progressively developed by students under instructor supervision.