Integrating Concept Maps into a Medical Student Oncology Curriculum
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Integrating Concept Maps into a Medical Student Oncology Curriculum Sam Brondfield 1,2
&
Allen Seol 3 & Katherine Hyland 4 & Arianne Teherani 5 & Gerald Hsu 1
# American Association for Cancer Education 2019
Abstract Expanding frontiers of knowledge have prompted medical schools to reconsider how best to promote learning in the face of information overload. Concept mapping (CM) promotes knowledge retention and integration. Students have perceived CM positively in prior studies, but the feasibility and utility of integrating CM into a medical student oncology curriculum as a learning and assessment tool have not been described. At the University of California, San Francisco, 152 medical students in a second-year hematology/oncology course produced concept maps about a single cancer type over 4 weeks. We collected student evaluations about CM. Two of three graders independently scored each map using a standard rubric. We compared CM scores with USMLE Step 1 scores and clerkship grades using regression. All students produced a concept map. Student perception was mixed, and students provided feedback to improve CM utility as a learning tool. Grading was feasible, and inter-rater reliability was high. CM scores did not predict USMLE Step 1 scores or clerkship grades. CM was feasible as a learning tool, and we present strategies based on student feedback and literature review to improve utility. CM was feasible and reliable as an assessment tool; additional validity evidence may improve utility. Future studies should explore whether CM integrated into medical student oncology curricula early, serially, and collaboratively, with iterative practice and feedback, may predict meaningful learning and performance outcomes. Keywords Concept map . Concept mapping . Oncology . Medical student . Curriculum . Meaningful learning . Cognitive integration
Introduction Expanding knowledge frontiers, particularly within the fastgrowing field of oncology, have prompted medical schools to Electronic supplementary material The online version of this article (https://doi.org/10.1007/s13187-019-01601-7) contains supplementary material, which is available to authorized users. * Sam Brondfield [email protected] 1
Department of Medicine, University of California, San Francisco, 505 Parnassus Ave., San Francisco, CA 94143, USA
2
UCSF Hematology Oncology, 505 Parnassus Ave., UCSF Box #1270, San Francisco, CA 94143-1270, USA
3
Department of Medicine, University of California, Irvine, 333 City Blvd. West, Orange, CA 92868, USA
4
Department of Biochemistry and Biophysics, University of California, San Francisco, 600 16th St., San Francisco, CA 94158, USA
5
Department of Medicine, University of California, San Francisco, 533 Parnassus Ave., San Francisco, CA 94143, USA
consider how best to promote learning in the face of information overload [1]. However, straightforward tools for guiding learning and assessment within modern curricula lack robust data to support their use [2]. To address this gap, we integrated concept mapping (
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