Comparison of Surgery test scores using Concept Maps and Interactive Lectures among the Undergraduate Medical Students.

IF 1.2 4区医学 Q2 MEDICINE, GENERAL & INTERNAL

Pakistan Journal of Medical Sciences Pub Date : 2024-11-01 DOI:10.12669/pjms.40.10.10526

Zubia Masood, Masood Jawaid, Syed Moyn Aly, Zubair Muhammad

{"title":"Comparison of Surgery test scores using Concept Maps and Interactive Lectures among the Undergraduate Medical Students.","authors":"Zubia Masood, Masood Jawaid, Syed Moyn Aly, Zubair Muhammad","doi":"10.12669/pjms.40.10.10526","DOIUrl":null,"url":null,"abstract":"Objective: Concept Maps (CM) aid in the acquisition of new information, and comprehend prior knowledge with better retention. Their use is not explored in undergraduate surgical education in our country, hence this study aimed to compare the surgery test scores of undergraduate medical students taught by concept maps and interactive lectures.Methods: This quasi-experimental study was carried out at the Department of Surgery, at a Private University Hospital among 60 students of fourth year MBBS from 2017-2018. The students were divided into Group-A taught by interactive lectures and Group-B taught by CM. Post class Multiple Choice Questions test was taken and scores were compared for immediate effects on knowledge and short term knowledge retention using the Unpaired t- test. A P-value of < 0.05 was considered significant.Results: Our study reported a mean test score of 19.5 (2.75 ± 0.49) for the Group-A, while 21.1 (3.49 ± 0.65) for Group-B with a negative t value of 2.003 with a significant p-value of 0.05. This showed that the test scores of Group-A were lower than the scores of Group-B.Conclusions: Concept Maps is an effective and promising way to give learners better understanding of complex concepts in short amounts of time. providing valuable evidence for instituting the use of concept maps as a continuous teaching strategy for medical students.","PeriodicalId":19958,"journal":{"name":"Pakistan Journal of Medical Sciences","volume":"40 10","pages":"2305-2308"},"PeriodicalIF":1.2000,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11568694/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Pakistan Journal of Medical Sciences","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.12669/pjms.40.10.10526","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"MEDICINE, GENERAL & INTERNAL","Score":null,"Total":0}

引用次数: 0

Abstract

Objective: Concept Maps (CM) aid in the acquisition of new information, and comprehend prior knowledge with better retention. Their use is not explored in undergraduate surgical education in our country, hence this study aimed to compare the surgery test scores of undergraduate medical students taught by concept maps and interactive lectures.

Methods: This quasi-experimental study was carried out at the Department of Surgery, at a Private University Hospital among 60 students of fourth year MBBS from 2017-2018. The students were divided into Group-A taught by interactive lectures and Group-B taught by CM. Post class Multiple Choice Questions test was taken and scores were compared for immediate effects on knowledge and short term knowledge retention using the Unpaired t- test. A P-value of < 0.05 was considered significant.

Results: Our study reported a mean test score of 19.5 (2.75 ± 0.49) for the Group-A, while 21.1 (3.49 ± 0.65) for Group-B with a negative t value of 2.003 with a significant p-value of 0.05. This showed that the test scores of Group-A were lower than the scores of Group-B.

Conclusions: Concept Maps is an effective and promising way to give learners better understanding of complex concepts in short amounts of time. providing valuable evidence for instituting the use of concept maps as a continuous teaching strategy for medical students.

查看原文本刊更多论文

医科本科生使用概念图和互动式讲座进行外科测试成绩的比较。

目的：概念图（Concept Maps，CM）有助于获取新信息，并能更好地理解和保留已有知识。因此，本研究旨在比较用概念图和互动式讲授法教学的医学本科生的外科考试成绩：这项准实验研究是在一所私立大学医院的外科系进行的，对象是 2017-2018 年医学学士学位四年级的 60 名学生。学生被分为A组和B组，A组采用互动授课，B组采用CM授课。课后进行多项选择题测试，并使用非配对t检验比较得分对知识和短期知识保留的直接影响。P 值小于 0.05 即为显著：我们的研究报告显示，A 组的平均测试得分为 19.5（2.75±0.49）分，而 B 组为 21.1（3.49±0.65）分，负 t 值为 2.003，P 值为 0.05，差异显著。这表明，A 组的测试成绩低于 B 组：概念图是在短时间内让学习者更好地理解复杂概念的有效且有前途的方法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Pakistan Journal of Medical Sciences 医学-医学：内科

CiteScore

4.10

自引率

9.10%

发文量

363

审稿时长

3-6 weeks

期刊介绍： It is a peer reviewed medical journal published regularly since 1984. It was previously known as quarterly "SPECIALIST" till December 31st 1999. It publishes original research articles, review articles, current practices, short communications & case reports. It attracts manuscripts not only from within Pakistan but also from over fifty countries from abroad. Copies of PJMS are sent to all the import medical libraries all over Pakistan and overseas particularly in South East Asia and Asia Pacific besides WHO EMRO Region countries. Eminent members of the medical profession at home and abroad regularly contribute their write-ups, manuscripts in our publications. We pursue an independent editorial policy, which allows an opportunity to the healthcare professionals to express their views without any fear or favour. That is why many opinion makers among the medical and pharmaceutical profession use this publication to communicate their viewpoint.