Effectiveness of Concept Map Method as a Teaching Learning Tool to Foster Meaningful Learning in Physiology Students

Abstract

Background: Physiology is a complex subject that requires deep understanding and retention of concepts. This study aimed to teach use of concept mapping as a learning strategy to enhance meaningful learning in physiology, assess cognitive gains, compare its efficacy as a learning tool against traditional methods, and evaluate student responses to concept mapping. Concept maps are a potential visual learning tool that has been shown to enhance students' learning outcomes in various subjects, though they are already tested methods and not very much used as part of learning.

Material and method: First-year MBBS students participated in the interventional study. Students have been divided into groups A or B using convenience sampling technique. All students received a lecture on blood pressure regulation in the first part of the study, which was followed by a pretest. The interventional group A was assigned the task of creating a concept map on BP regulation, while the control group B was involved in a discussion regarding question-and-answer sessions using the traditional tutorial method. After 2 or 3 days, a surprise posttest was performed. All students attended a lecture on the pathophysiology of circulatory shock in the second section, which was followed by a pretest. The interventional group B was tasked with creating a concept map on circulatory shock, and the control group A's questions and answers were discussed. After 2-3 days, a surprise posttest was conducted. Knowledge gain was evaluated by comparing test scores before and after. A questionnaire was used to collect student input on concept mapping, and the student’s t-test was utilized to analyse results.

Results: Using a paired t-test, both groups (interventional and control) for both topics in our study demonstrated significant differences in pre- or post-test scores (P < 0.05). When comparing the interventional group to the control group, the mean score of learning gain, raw gain (G0), absolute learning gain, relative learning gain, or average normalized gain demonstrated statistically significant performance improvement for both topics. The intervention groups for both topics had significantly higher post-test scores and percentage scores compared to the control groups (p < 0.05). For the topic regulation of BP, the average normalised gain (G1) was higher in the intervention group A (0.76 ± 0.01) compared to the control group B (0.46 ± 0.03). For the topic pathophysiology of circulatory shock, the average normalised gain (G1) was higher in the intervention group B (0.77 ± 0.01) compared to the control group A (0.46 ± 0.03).

Based on student feedback, concept mapping made difficult concepts easier for them to understand and integrate, promoting deeper understanding and retention.

Conclusion: Compared to the traditional tutorial method, the concept mapping strategy was more effective. An effective learning tool for physiology students is concept mapping, which enhances cognitive development and fosters meaningful learning. Its integration in physiology can potentially improve student academic performance and retention.