Effect of Concept Mapping Teaching Method on Critical Thinking Skills of Medical Students

Shiraz University of Medical Sciences

Status: Completed

Conditions: Education

Treatments: Other: traditional teaching; Other: concept map teaching

Study type: Interventional

Funder types: Other

Identifiers

NCT02816242

94-5693

Details and patient eligibility

About

effect of concept map in teaching critical thinking was done with randomized study

Full 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"

Enrollment: 100 patients

Sex: All

Ages: 18 to 25 years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• any student at 1st semester of medicine who accept participation in study

Exclusion criteria

• do not accepting to participate

Trial design

Primary purpose: Basic Science

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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100 participants in 2 patient groups

intervention

Experimental group

Description:

teaching anatomy by concept map

Treatment:

Other: concept map teaching

placebo

Sham Comparator group

Description:

teaching anatomy by traditional method

Treatment:

Other: traditional teaching