Utility of concept mapping as a tool to enhance metacognitive teaching and learning of complex concepts in undergraduate medical education

• Main Authors: Aye Aye Khine, Anthonio Oladele Adefuye, Jamiu Busari
• Format: Article
• Language: English
• Published: Wolters Kluwer Medknow Publications 2019-01-01
• Series: Archives of Medicine and Health Sciences
• Subjects: concept mapping; concept-based curriculum; metacognitive skills
• Online Access: http://www.amhsjournal.org/article.asp?issn=2321-4848;year=2019;volume=7;issue=2;spage=267;epage=272;aulast=Khine

The inherent complexity in the nature of medical practice necessitates that medical practitioners have to be equipped with a sound foundation in their knowledge as well as in their ability to think, act, reflect, evaluate, and synthesize thoughts at the metacognitive level. Furthermore, medical students are required to learn meaningfully and become lifelong learners. Prior study has shown that medical students struggle to learn and understand complex concepts in the curriculum. Metacognitive skillfulness has been reported to influence the achievement of deeper understanding and promote transition from a dependent learning state to that of self-directed learner. Concept mapping (CM) is an example of such a metacognitive strategy that can promote meaningful learning through advanced critical thinking and improved reasoning in students. We believe that CM is an effective educational strategy that can be used to teach complex concepts in medical education and provide a proposal on how to effectively incorporate CM into a teaching curriculum for medical students.