Background: Clinical reasoning significantly impacts physicians' performance and patient care quality. Research into learning transfer within clinical reasoning education, especially in managing multimorbidity in Family Medicine, is crucial. This study evaluates the impact of concept maps (CMs) on promoting clinical reasoning skills among undergraduate students, compared to traditional teaching methods (TM).
View Article and Find Full Text PDFClinical reasoning is a crucial skill for physicians, enabling them to bridge theoretical knowledge with practical application. The gap between basic sciences and clinical practice persists as a challenge, with traditional teaching methods yet to effectively bridge it. Concept maps (CMs), visual tools for organizing and connecting knowledge, hold promise for enhancing clinical reasoning in the undergraduate medical curriculum.
View Article and Find Full Text PDFBackground: Concept maps (CMs) visually represent hierarchical connections among related ideas. They foster logical organization and clarify idea relationships, potentially aiding medical students in critical thinking (to think clearly and rationally about what to do or what to believe). However, there are inconsistent claims about the use of CMs in undergraduate medical education.
View Article and Find Full Text PDFGreater transcultural and transdisciplinary engagement within Muslim contexts and deliberate inclusion of diverse Muslim voices in the development of international guidelines is required to improve understanding of the state of stem cell science, strengthen thinking about attendant ethical complexities, enhance compliance, deepen public deliberation, increase trust, and strengthen practice standards.
View Article and Find Full Text PDFConcept mapping methodology is a way of representing knowledge described as a useful tool in medical education. It was introduced in the pathophysiology curricular unit at NOVA Medical School in 2002, within an ongoing experience of problem-based learning. Our goal is to present a comparison between the students' opinions and performances in two academic years, 2017-18 and 2018-19, to evaluate the effects of pedagogical changes in the concept mapping methodology, applied in the last year, which is also described in detail.
View Article and Find Full Text PDFThis article was migrated. The article was marked as recommended. The use of concept maps (CMs) in health and medical education is increasing, particularly in the last decade.
View Article and Find Full Text PDFProblem-based learning (PBL) is now an established method in undergraduate medical education that aims to develop reasoning skills based on clinical problems. More recently, the use of concept mapping in medical education aims to improve meaningful learning. At the New University of Lisbon, we have been using PBL as a major educational method in a pathophysiology course.
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