Technology-enhanced concept mapping enhances collaborative learning

Integrated learning activity (ILA) uses complex real-world problems to promote the learning of concepts and principles. It is adopted to integrate basic sciences with clinical problems. Medical students often face challenges in achieving meaningful and deeper learning, particularly in integrating basic sciences with the clinical problem during pre-clinical years that may hinder knowledge transfer to clinical training, potentially impacting future clinical practice.

Hence, the aim of the project was to determine the effectiveness of using ‘Technology-enhanced concept map (TECM)’ in collaborative learning in preclinical medical education during an integrated learning activity.

Action research with intervention using quasi-experimental design with a mixed method approach was utilised in the study. MBBS year 1 students (n = 150) who consented to participate in the study were recruited using a non-probability (purposive) sampling method. The study was conducted after the approval from the Universiti Kuala Lumpur Ethics Committee from August 2023 to March 2024.

Concept mapping, a graphical tool to represent relationships between concepts, is an active, student-centred teaching-learning strategy that promotes meaningful and deep learning and develops cognitive and affective skills among students. In this study, TECM was implemented to facilitate learning and assess the students' knowledge gained by integrating basic sciences with the clinical problem in preclinical medical education.

Faculty (n = 15) and students (n = 150) were trained in using software to prepare concept maps prior to the intervention. Two ILA sessions were conducted: The first followed the usual method, while the second incorporated software for collaborative concept mapping for case-based discussions. Satisfaction with using TECM in the ILA session was evaluated using the feedback obtained from the faculty and students. Feedback responses are generalised using mean score (Strongly disagree: 1.0–1.8; Disagree: 1.9–2.6; Neutral: 2.7–3.4; Agree: 3.5–4.2; Strongly agree: 4.3–5.0). Students' performance was measured using the test scores and pre-validated concept map rubrics. Paired sample t-tests were used to compare assessment scores and evaluate pre- and post-test performance differences in the ILA sessions. Statistical analysis was conducted using SPSS (v22.0).

Training helped faculty gain confidence in preparing (mean [M] ± SD, 4.27 ± 0.45) and assessing TECM (3.93 ± 0.59), while helping students develop skills to prepare concept maps integrating basic sciences with clinical problems (4.61 ± 0.45). Students found TECM beneficial for learning and understanding (3.59 ± 0.58) during ILA. TECM facilitated visualising and understanding complex interrelationships (3.88 ± 0.67). Learning using TECM also aligned with their preferred visual, aural, read and kinaesthetic (VARK) learning style (3.66 ± 0.89). Students' test scores significantly improved (t = 3.159, p = 0.002) when using TECM (7.65 ± 1.18) compared to not using TECM (7.27 ± 1.15). Participants mean scores for rubrics assessment were significantly higher for both ILA1 (7.95 ± 1.12, t = 87.611, p < 0.01) and ILA2 (7.92 ± 1.50, t = 64.738, p < 0.001). This shows that students performed significantly better in ILA using TECM. The scores reflected student feedback responses.

Integration of technology into concept maps effectively enhanced students' collaborative, meaningful learning, facilitating knowledge integration and significantly improved their performance in ILA assessments. By bridging the gap between theoretical knowledge and its clinical application, TECM serves to be valuable in preclinical education, crucial for their future clinical training and practice.

Sam Annie Jeyachristy: Conceptualization; investigation; writing – original draft; methodology; validation; visualization; writing – review and editing; software; formal analysis; project administration; data curation; resources. Swarupa Bhagwat: Supervision.