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Titulo Artículo:
Medical students' critical thinking assessment with collaborative concept maps in a blended educational Strategy
Resumen:
Background: Concept maps (CMs) are tools used to represent how new knowledge is integrated into the cognitive structure. In this study, we investigated the role of collaborative CMs in improving medical students' critical thinking and knowledge acquisition. Methods: A pre-post interventional study was conducted. In the 1st week of the clerkship rotation, a group of 10-14 students were asked by a faculty member to make a CM (CM1). After this first exposure (weeks 2/3), students learned the content through online forums. In the final week (week 4), students discussed what they had learned and made a final CM (CM2). Results: A total of 104 students participated in the study, making twenty CM1 and twenty CM2. There was a statistically significant difference between CM1 and CM2 for overall scores, proposition units, and hierarchy units (P < 0.001). Discussion: Collaborative CMs may be useful tools to help teachers better understand their students' critical thinking changes during a blended strategy.
Fecha de publicación:
2019.
Autores :
Sandra Helena Cerrato Tibirica;
Ivana Lucia Damasio Moutinho;
Alessandra Lamas Granero Lucchetti;
Giancarlo Lucchetti ;
Suely Grosseman;
Paulo Marcondes-Carvalho-Jr;
Oscarina da Silva Ezequiel;
Autor corporativo:
Education for health (Abingdon, England),
Editores:
Medline-PubMed ;
Signatura Topográfica:
3
Idioma:
Inglés
Páginas:
127
ISBN:
1469-5804
Existencias:
130
Palabras claves:
Blended learning
Assessment
Clerkship
Medical Education
Público objetivo:
Docentes
Medicos
Educadores Medicos
Titulo Artículo:
Medical students' critical thinking assessment with collaborative concept maps in a blended educational Strategy
Resumen:
Background: Concept maps (CMs) are tools used to represent how new knowledge is integrated into the cognitive structure. In this study, we investigated the role of collaborative CMs in improving medical students' critical thinking and knowledge acquisition. Methods: A pre-post interventional study was conducted. In the 1st week of the clerkship rotation, a group of 10-14 students were asked by a faculty member to make a CM (CM1). After this first exposure (weeks 2/3), students learned the content through online forums. In the final week (week 4), students discussed what they had learned and made a final CM (CM2). Results: A total of 104 students participated in the study, making twenty CM1 and twenty CM2. There was a statistically significant difference between CM1 and CM2 for overall scores, proposition units, and hierarchy units (P < 0.001). Discussion: Collaborative CMs may be useful tools to help teachers better understand their students' critical thinking changes during a blended strategy.
Fecha de publicación:
2019.
Autores :
Sandra Helena Cerrato Tibirica;
Ivana Lucia Damasio Moutinho;
Alessandra Lamas Granero Lucchetti;
Giancarlo Lucchetti ;
Suely Grosseman;
Paulo Marcondes-Carvalho-Jr;
Oscarina da Silva Ezequiel;
Autor corporativo:
Education for health (Abingdon, England),
Editores:
Medline-PubMed ;
Signatura Topográfica:
3
Idioma:
Inglés
Páginas:
127
Existencias:
130
Palabras claves:
Blended learning
Assessment
Clerkship
Medical Education
Público objetivo:
Docentes
Medicos
Educadores Medicos
Titulo Artículo:
Medical students' critical thinking assessment with collaborative concept maps in a blended educational Strategy
Resumen:
Background: Concept maps (CMs) are tools used to represent how new knowledge is integrated into the cognitive structure. In this study, we investigated the role of collaborative CMs in improving medical students' critical thinking and knowledge acquisition. Methods: A pre-post interventional study was conducted. In the 1st week of the clerkship rotation, a group of 10-14 students were asked by a faculty member to make a CM (CM1). After this first exposure (weeks 2/3), students learned the content through online forums. In the final week (week 4), students discussed what they had learned and made a final CM (CM2). Results: A total of 104 students participated in the study, making twenty CM1 and twenty CM2. There was a statistically significant difference between CM1 and CM2 for overall scores, proposition units, and hierarchy units (P < 0.001). Discussion: Collaborative CMs may be useful tools to help teachers better understand their students' critical thinking changes during a blended strategy.
Autores:
Sandra Helena Cerrato Tibirica
,
Ivana Lucia Damasio Moutinho
,
Alessandra Lamas Granero Lucchetti
,
Giancarlo Lucchetti
,
Suely Grosseman
,
Paulo Marcondes-Carvalho-Jr
,
Oscarina da Silva Ezequiel
,
.
Titulo Revista:
Education for health (Abingdon, England),
.
Numero:
3
Volumen:
32
Fecha de publicación:
2019.
Base de Datos Bibliográfica:
Medline-PubMed ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
127
Página Final:
130
ISBN:
1469-5804
Palabras claves:
Blended learning
Assessment
Clerkship
Medical Education
Público objetivo:
Docentes
Medicos
Educadores Medicos
Título Medline-PubMed :
Medical students' critical thinking assessment with collaborative concept maps in a blended educational Strategy
Resumen:
Background: Concept maps (CMs) are tools used to represent how new knowledge is integrated into the cognitive structure. In this study, we investigated the role of collaborative CMs in improving medical students' critical thinking and knowledge acquisition. Methods: A pre-post interventional study was conducted. In the 1st week of the clerkship rotation, a group of 10-14 students were asked by a faculty member to make a CM (CM1). After this first exposure (weeks 2/3), students learned the content through online forums. In the final week (week 4), students discussed what they had learned and made a final CM (CM2). Results: A total of 104 students participated in the study, making twenty CM1 and twenty CM2. There was a statistically significant difference between CM1 and CM2 for overall scores, proposition units, and hierarchy units (P < 0.001). Discussion: Collaborative CMs may be useful tools to help teachers better understand their students' critical thinking changes during a blended strategy.
Autores :
Sandra Helena Cerrato Tibirica;
Ivana Lucia Damasio Moutinho;
Alessandra Lamas Granero Lucchetti;
Giancarlo Lucchetti ;
Suely Grosseman;
Paulo Marcondes-Carvalho-Jr;
Oscarina da Silva Ezequiel;
Autor corporativo:
Education for health (Abingdon, England),
Fecha de publicación:
2019.
Tipo :
Medline-PubMed .
Idioma:
Inglés
Palabras claves:
Blended learning
Assessment
Clerkship
Medical Education
Público objetivo:
Docentes
Medicos
Educadores Medicos
Título Medline-PubMed :
Medical students' critical thinking assessment with collaborative concept maps in a blended educational Strategy
Resumen:
Background: Concept maps (CMs) are tools used to represent how new knowledge is integrated into the cognitive structure. In this study, we investigated the role of collaborative CMs in improving medical students' critical thinking and knowledge acquisition. Methods: A pre-post interventional study was conducted. In the 1st week of the clerkship rotation, a group of 10-14 students were asked by a faculty member to make a CM (CM1). After this first exposure (weeks 2/3), students learned the content through online forums. In the final week (week 4), students discussed what they had learned and made a final CM (CM2). Results: A total of 104 students participated in the study, making twenty CM1 and twenty CM2. There was a statistically significant difference between CM1 and CM2 for overall scores, proposition units, and hierarchy units (P < 0.001). Discussion: Collaborative CMs may be useful tools to help teachers better understand their students' critical thinking changes during a blended strategy.
Autores :
Sandra Helena Cerrato Tibirica;
Ivana Lucia Damasio Moutinho;
Alessandra Lamas Granero Lucchetti;
Giancarlo Lucchetti ;
Suely Grosseman;
Paulo Marcondes-Carvalho-Jr;
Oscarina da Silva Ezequiel;
Autor corporativo:
Education for health (Abingdon, England),
Fecha de publicación:
2019.
Paginas:
127.
ISBN:
1469-5804 .
Idioma:
Inglés
Palabras claves:
Blended learning
Assessment
Clerkship
Medical Education
Público objetivo:
Docentes
Medicos
Educadores Medicos
Titulo Artículo:
Medical students' critical thinking assessment with collaborative concept maps in a blended educational Strategy
Resumen:
Background: Concept maps (CMs) are tools used to represent how new knowledge is integrated into the cognitive structure. In this study, we investigated the role of collaborative CMs in improving medical students' critical thinking and knowledge acquisition. Methods: A pre-post interventional study was conducted. In the 1st week of the clerkship rotation, a group of 10-14 students were asked by a faculty member to make a CM (CM1). After this first exposure (weeks 2/3), students learned the content through online forums. In the final week (week 4), students discussed what they had learned and made a final CM (CM2). Results: A total of 104 students participated in the study, making twenty CM1 and twenty CM2. There was a statistically significant difference between CM1 and CM2 for overall scores, proposition units, and hierarchy units (P < 0.001). Discussion: Collaborative CMs may be useful tools to help teachers better understand their students' critical thinking changes during a blended strategy.
Fecha de publicación:
2019.
Autor corporativo:
Education for health (Abingdon, England),
.
Idioma:
Inglés
Palabras claves:
Blended learning
Assessment
Clerkship
Medical Education
Público objetivo:
Docentes
Medicos
Educadores Medicos
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Hola, encontré este documento en la biblioteca especializada en Educación Médica de ASCOFAME :Sandra Helena Cerrato Tibirica; Medical students' critical thinking assessment with collaborative concept maps in a blended educational Strategy(2019). Podras consultarlo en el Siguiente link: https://ascofame.org.co/biblioteca/detalle_documento.php?id=2059
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Sandra Helena Cerrato Tibirica Ivana Lucia Damasio Moutinho Alessandra Lamas Granero Lucchetti Giancarlo Lucchetti Suely Grosseman Paulo Marcondes-Carvalho-Jr Oscarina da Silva Ezequiel Sandra Helena Cerrato Tibirica Ivana Lucia Damasio Moutinho Alessandra Lamas Granero Lucchetti Giancarlo Lucchetti Suely Grosseman Paulo Marcondes-Carvalho-Jr Oscarina da Silva Ezequiel Medical students' critical thinking assessment with collaborative concept maps in a blended educational Strategy. 2019; 32Ed. 127.
