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BRIEF COMMUNICATION
Year : 2019  |  Volume : 32  |  Issue : 3  |  Page : 127-130

Medical students' critical thinking assessment with collaborative concept maps in a blended educational Strategy


1 Department of Medical Education, Medical School, Federal University of Juiz de Fora, Juiz de Fora, Brazil
2 Department of Medical Education, Medical School, Federal University of Santa Catarina, Florianópolis, Brazil
3 Department of Medical Education, Medical School, Faculdade de Medicina de Itajubá, Itajubá, Brazil

Correspondence Address:
Oscarina da Silva Ezequiel
Eugênio do Nascimento Avenue - Dom Bosco, Zip Code: 36038-330
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/efh.EfH_306_15

Background: Concept maps (CMs) are tools used to represent how new knowledge is integrated into the cognitive structure. In this study, we investigated the role of collaborative CMs in improving medical students' critical thinking and knowledge acquisition. Methods: A pre-post interventional study was conducted. In the 1st week of the clerkship rotation, a group of 10–14 students were asked by a faculty member to make a CM (CM1). After this first exposure (weeks 2/3), students learned the content through online forums. In the final week (week 4), students discussed what they had learned and made a final CM (CM2). Results: A total of 104 students participated in the study, making twenty CM1 and twenty CM2. There was a statistically significant difference between CM1 and CM2 for overall scores, proposition units, and hierarchy units (P < 0.001). Discussion: Collaborative CMs may be useful tools to help teachers better understand their students' critical thinking changes during a blended strategy.


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