Education
Conditions
Keywords
Concept Map, critical thinking, medical student teaching
Brief summary
effect of concept map in teaching critical thinking was done with randomized study
Detailed description
This quasi-experimental study with two groups design and pre-posttest method was conducted at Ahvaz University of Medical Sciences in 2014. About 100 Medical Students of in their third semester were recruited for the study based on census. Participants were divided into two intervention and control groups by using random sampling and Random Number Table List. Students in the control group were lectured in Anatomy using traditional lecture method. Whereas, students in the experimental group were taught Anatomy using concept map teaching method. Student's critical thinking was evaluated by examining Standard California Critical Thinking Skills Questionnaire
Interventions
OTHERconcept map teaching
teaching anatomy using concept map to improve critical thinking
OTHERtraditional teaching
teaching anatomy using lecture
Sponsors
Ahvaz University of medical sciences
Shiraz University of Medical Sciences
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
BASIC_SCIENCE
Masking
SINGLE (Investigator)
Eligibility
Sex/Gender
ALL
Age
18 Years to 25 Years
Healthy volunteers
Yes
Inclusion criteria
* any student at 1st semester of medicine who accept participation in study
Exclusion criteria
* do not accepting to participate
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Standard California Critical Thinking Skills Questionnaire score | 4 months | score which was got from questionnaire pre and post intervention |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| student satisfaction | 4 months | questionnaire for satisfaction |
| anatomy score | 4 months | scores of anatomy in same exam at final |
Countries
Iran
Outcome results
None listed