Strides in Development of Medical Education

Document Type : Original Article


1 M.Sc. of Medical Education, Department of Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran

2 Ph.D. in Histology, Assistant Professor, Department of Anatomy, School of Medicine, Qazvin University of Medical Sciences, Qazvin, Iran

3 Specialist in Infectious Diseases, Associate Professor, Department of Infectious Diseases, School of Medicine, Qazvin University of Medical Sciences, Qazvin, Iran


Background & Objective: Concept mapping is an active creative and objective practice which improves the advanced learning process and students required skills The aim of this study was the evaluation of concept mapping method in learning histology lessons from the point of view of midwifery students Methods: The present research was a descriptive crosssectional study The target population consisted of all firstsemester midwifery students of Qazvin University of Medical Sciences Iran in 2015 After concept mapping education the students were asked to make a concept map of the lessons of the same week and to hand it in the following session At the end of the semester students views regarding the effect of concept mapping on learning were collected by completing the researchermade questionnaire The collected data were analyzed in SPSS software Frequency distribution was presented in the form of frequency tables Onesample ttest was used to compare the mean score of each question with its mean and 3 (the value of the mean) Results: In this study 689% of students confirmed the usefulness of concept mapping during the semester Among the students 69% believed other methods to be more effective However 586% of students found it effective in memorizing histological terms and 655% emphasized that concept mapping helped them better understand histology lessons Independent ttest results showed a significant difference between the mean score of each question and 3 This revealed that mapping was useful in better understanding (P = 0003) maintaining terminology (P = 0004) and answering questions (P = 0001) In general the majority of students approved the use of concept mapping as an effective learning method during the term (P < 0001) Conclusion: This study showed that concept maps are acceptable among students as a means of learning new information Therefore in order to facilitate learning for students the application of different training strategies like concept mapping is suggested in basic medical sciences educations


  1. Khalili H, Babamohammady H, Hajiaghajani S. The effects of two educational methods, classic and critical thinking strategies, on the stable learning of nursing students. Koomesh. 2004; 5 (2) :53-62 [In Persian]
  2. Zarghi N. (dissertation). The comparing critical thinking in various years bachelor nursing students. Gillan: Gillan University of Medical Science; 2000. [In Persian]
  3. Gerdeman JL, Lux K, Jacko J. Using concept mapping to build clinical judgment skills. Nurse Educ Pract. 2013; 13(1):11-7.
  4. Hsu LL. Developing concept maps from problem-based learning scenario discussions. J Adv Nurs. 2004 Dec; 48(5):510-8.
  5. Hsu L, Hsieh SI. Concept maps as an assessment tool in a nursing course. J Prof Nurs. 2005; 21(3):141-9.
  6. Hinck SM1, Webb P, Sims-Giddens S, Helton C, Hope KL, Utley R, et al. Student learning with concept mapping of care plans in community-based education. J Prof Nurs. 2006; 22(1):23-9.
  7. Gul RB, Boman JA. Concept mapping: A strategy for teaching and evaluation in nursing education. Nurse Educ Pract. 2006; 6(4):199-206.
  8. Morse D, Jutras F. Implementing concept-based learning in a large undergraduate classroom. CBE Life Sci Educ. 2008; 7(2):243-53.
  9. Habibzadeh H, Moradi Y, Rasoli D, Sheikhi N. The effect of concept mapping teaching methid on the learning of health assessment lesson in nursing students of Urmia nursing and midwifery faculty 2013. J Urmia Nursing and Midwifery Faculty. 2013; 11(8):584-92. [In Persian]
  10. Sadeghnezhad H, Khazaei T, Nasiri A. Comparing the Effect of Concept Mapping to Clinical Simulation on Emergency Medical Students` Clinical Decision Making. Iran J Med Educ. 2014; 14(3):241-51. [In Persian]
  11. Daley BJ, Torre DM. Concept maps in medical education: an analytical literature review. Med Educ. 2010; 44(5):440-8.
  12. Edmondson KM, Smith DF. Concept mapping to facilitate veterinary students’ understanding of fluid and electrolyte disorders. Teach Learn Med. 1998; 10 (1):21–33.
  13. Poodinehmoghaddam M, Shahdadi H, Poodinehmoghaddam M, Moghaddam Kh. Nursing student’s satisfaction of Zabol University of Medical Sciences about concept map education method at heart ward. Proceedings of the 15th National Congress of Medical Education; 2014 Apr 29- May 1; Iran, Mashhad. 2014: 323-4. [In Persian]
  14. Jaafarpour M, Aazami S, Mozafari M. Does concept mapping enhance learning outcome of nursing students? Nurse Educ Today. 2016; 36:129-32.
  15. Wilgis M, McConnell J. Concept mapping: an educational strategy to improve graduate nurses' critical thinking skills during a hospital orientation program. J Contin Educ Nurs. 2008; 39(3):119-26.
  16. Daley BJ, Shaw CR, Balistrieri T, Glasenapp K, Piacentine L. Concept maps: a strategy to teach and evaluate critical thinking. J Nurs Educ. 1999; 38(1):42-7.
  17. Dowd JE, Duncan T, Reynolds JA. Concept maps for improved science reasoning and writing: Complexity isn’t everything. CBE Life Sci Educ. 2015; 14(4): ar39.
  18. Reynolds JA, Thompson RJ. Want to improve undergraduate thesis writing? Engage students and their faculty readers in scientific peer review. CBE Life Sci Educ. 2011; 10(2): 209–15.