Facilitating deep learning among medical students through the use of concept mapping
Saurabh RamBihariLal Shrivastava1, Prateek Saurabh Shrivastava2
1 Medical Education Unit Coordinator and Member of the Institute Research Council, Department of Community Medicine, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu, India
Saurabh RamBihariLal Shrivastava,
Professor, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth (SBV) - Deemed to be University, Thiruporur - Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpet District - 603108, Tamil Nadu
Source of Support: None, Conflict of Interest: None
As the field of medicine is complex, the students have to be encouraged to shift from rote learning to meaningful learning and a wide range of teaching-learning methods can be employed for the same. Concept mapping has been identified as one of the ways to expedite the learning of conceptual knowledge through better understanding, improved retention, and improved performance. An extensive search of all materials related to the topic was carried out in the PubMed search engine and a total of seven articles were selected based upon the suitability with the current review objectives. Moreover, it can be looked upon as an innovative approach for students' motivation and active engagement. In conclusion, concept mapping should be employed in the field of medical education across different participants to facilitate teaching-learning and assessment. The employment of the tool makes the learning process interactive and encourages deep learning.