The Clinical Reasoning Mapping Exercise (CResME): a new tool for exploring clinical reasoning.

Introduction: National organizations have identified a need for the creation of novel approaches to teach clinical reasoning throughout medical education. The aim of this project was to develop, implement and evaluate a novel clinical reasoning mapping exercise (CResME).

Methods: Participants included a convenience sample of first and second year medical students at two US medical schools: University of Central Florida (UCF) and Uniformed Services University of Health Sciences (USUHS).

Honoring Thyself in the Transition to Online Teaching.

Increasingly, health professions education (HPE) faculty are choosing or being required to transition their face-to-face teaching to online teaching. For many faculty, the online learning environment may represent a new context with unfamiliar technology, changing expectations, and unknown challenges. In this context, faculty members may find themselves teaching in ways that are dissonant with the existing assumptions, beliefs, and views that are central to their pedagogical or teaching identity.

Group concept mapping: An approach to explore group knowledge organization and collaborative learning in senior medical students.

Introduction: Group concept mapping may be used as a learning strategy that can potentially foster collaborative learning and assist instructors to assess the development of knowledge organization in medical students.

Methods: Group concept maps were created by 39 medical students rotating through a fourth year medicine rotation. The group maps were developed based on a clinical vignette.

Health Professions Education Graduate Programs Are a Pathway to Strengthening Continuing Professional Development.

The need to strengthen the preparation of individuals leading and providing continuing professional development (CPD) programs has grown dramatically within the current health care context. CPD is an integral part of the continuum of health professions education and cuts across the multiple disciplines and professions delivering health care. Each health care profession needs not only to keep up to date on new information within their specific discipline but also continue to develop and expand skills in areas that link interdisciplinary areas, such as quality of care delivery and communication skills, across various professions.

Concept Maps in Nursing Education: A Historical Literature Review and Research Directions.

Background: Although concept mapping was created in the early 1980s, research in nursing education first appeared in 1992. This literature review analyzes the impact of concept mapping in nursing education.

Method: A total of 221 articles, books, and book chapters were reviewed on the topic of concept mapping in nursing education.

Twelve tips for teaching with concept maps in medical education.

Background: Concept maps have been used as a learning tool in a variety of educational setting and provide an opportunity to explore learners’ knowledge structures and promote critical thinking and understanding. Concept mapping is an instructional strategy for individual and group learning that involves integration of knowledge and creation of meaning by relating concepts.

Aims: The following tips outline an approach to foster meaningful learning using concept maps.

Concept maps in medical education: an analytical literature review.

OBJECTIVES As the medical profession continues to change, so do the educational methods by which medical students are taught. Various authors have acknowledged the need for alternative teaching and learning strategies that will enable medical students to retain vast amounts of information, integrate critical thinking skills and solve a range of complex clinical problems. Previous research has indicated that concept maps may be one such teaching and learning strategy.