A qualitative evaluation of medical student learning with concept maps.
OBJECTIVE
The purpose of this study was to investigate the ways in which the use of concept maps influenced the learning processes of third year internal medicine students in the context of medical education. Reported here are the qualitative results of this study.


METHODS
One-hundred thirty four medical students were taught to use concept mapping as a learning strategy at the beginning of their internal medicine rotations. Upon completion of the internal medicine rotation students were asked to evaluate how concept maps fostered the process of linking theoretical information to clinical practice. Additionally, students described how concept maps impacted their learning.


RESULTS
In this study, concept maps fostered a positive connection between theory and practice. Additionally, students described three major themes impacting their learning: concept mapping as a facilitator of knowledge integration and critical thinking, as a teaching methodology and finally, as a learning method.


CONCLUSIONS
This study suggests concept maps may be an instructional method to foster the learning and thinking process of medical students.
D000328:Adult; D002982:Clinical Clerkship / Q000379:methods*; D003210:Concept Formation; D003258:Consumer Behavior; D003937:Diagnosis, Differential; D004521:Educational Measurement / Q000379:methods; D005260:Female; D006694:Holistic Health; D006801:Humans; D007388:Internal Medicine / Q000193:education*; D007858:Learning; D008297:Male; D017145:Models, Educational; D033262:Narration; D010364:Pattern Recognition, Visual; D015397:Program Evaluation; D036301:Qualitative Research; D013337:Students, Medical / Q000523:psychology*; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods; D014922:Wisconsin