A comparison of the conceptual map and the traditional lecture method on students' learning based on the VARK learning styles model

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20140409017197N3

Enrollment

160

Registered

2018-10-28

Start date

2016-11-21

Completion date

Unknown

Last updated

2019-01-14

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Learning based on teaching methods.

Interventions

Intervention 1: Intervention group: In this group, students were taught medical surgical nursing course, by the conceptual map method during six weeks. Intervention 2: Control group: In this group, st

Eligibility

Sex/Gender

All

Inclusion criteria

Inclusion criteria: Those who were enrolled in medical-surgical nursing course with a focus on hepatic disorders Those who had no prior knowledge of concept map method

Exclusion criteria

Exclusion criteria: Students who had passed the medical surgical nursing course (with a focus on hepatic disorders) previously

Design outcomes

Primary

Measure	Time frame
Learning based on different teaching methods with regard to learning styles. Timepoint: Before and after intervention for each group. Method of measurement: a researcher-made pre and post-assessment questionnaire including 20 questions in the domain of knowledge and 20 questions related to the domain of meaningful learning.	—

Countries

Iran (Islamic Republic of)

Contacts

Public ContactSara

Tehran University of Medical Sciences

s-amaniyan@razi.tums.ac.ir+98 83 3724 9584

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 4, 2026