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Use of an expert concept map as an advance organizer to improve understanding of respiratory failure.

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Title: Use of an expert concept map as an advance organizer to improve understanding of respiratory failure.
Authors: Cutrer, William B.1,2 (AUTHOR) bill.cutrer@vanderbilt.edu, Castro, Danny3,4 (AUTHOR), Roy, Kevin M.3,4 (AUTHOR), Turner, Teri L.5,6 (AUTHOR)
Source: Medical Teacher. Dec2011, Vol. 33 Issue 12, p1018-1026. 9p. 4 Diagrams, 2 Charts.
Subject Terms: *Lecture method in teaching, *Research methodology, *Data analysis, *Teaching methods, *Pre-tests & post-tests, *Concept mapping, *Control groups, *Inter-observer reliability, Analysis of variance, Cluster analysis (Statistics), Hospital medical staff, Study & teaching of medicine, Questionnaires, Research funding, Respiratory insufficiency, Statistical sampling, Scale analysis (Psychology), Statistics, Decision making in clinical medicine, Randomized controlled trials, Repeated measures design, Data analysis software, Descriptive statistics
Geographic Terms: Texas
Abstract: Background: Helping novices transition toward expertise requires 'meaningful' learning. Advance organizers are educational tools which help connect prior knowledge with new information, a critical step in making learning meaningful. Concept maps visually represent knowledge organization and can serve as advance organizers enabling deeper and more meaningful learning while enhancing knowledge integration. Aim: To compare respiratory failure understanding of resident physicians instructed, using an expert concept map advance organizer with learners receiving traditional didactic teaching. Methods: Residents were randomized by month of service to receive either a control lecture or a session using an expert concept map as an advanced organizer. Participants completed three concept maps; pre-education (CM1), immediately post-education (CM2), and 1 week later (CM3). Concept maps were scored using a standardized structural scoring method. Results: Forty-six pediatric residents (23 control and 23 experimental) participated. To account for repeated measures within subjects, the generalized estimating equations method compared concept map improvement between groups. The experimental group improved significantly more than controls (CM1-CM2-CM3 p == 0.001; CM1-CM2 p == 0.001; and CM1-CM3 p == 0.017). Conclusions: Using an expert concept map as an advance organizer improves knowledge organization and integration while offering a tool to enhance deeper understanding of medical knowledge among resident physicians. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Dec2011, Vol. 33 Issue 12, p1018-1026. 9p. 4 Diagrams, 2 Charts.
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  Data: Background: Helping novices transition toward expertise requires 'meaningful' learning. Advance organizers are educational tools which help connect prior knowledge with new information, a critical step in making learning meaningful. Concept maps visually represent knowledge organization and can serve as advance organizers enabling deeper and more meaningful learning while enhancing knowledge integration. Aim: To compare respiratory failure understanding of resident physicians instructed, using an expert concept map advance organizer with learners receiving traditional didactic teaching. Methods: Residents were randomized by month of service to receive either a control lecture or a session using an expert concept map as an advanced organizer. Participants completed three concept maps; pre-education (CM1), immediately post-education (CM2), and 1 week later (CM3). Concept maps were scored using a standardized structural scoring method. Results: Forty-six pediatric residents (23 control and 23 experimental) participated. To account for repeated measures within subjects, the generalized estimating equations method compared concept map improvement between groups. The experimental group improved significantly more than controls (CM1-CM2-CM3 p == 0.001; CM1-CM2 p == 0.001; and CM1-CM3 p == 0.017). Conclusions: Using an expert concept map as an advance organizer improves knowledge organization and integration while offering a tool to enhance deeper understanding of medical knowledge among resident physicians. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.3109/0142159X.2010.531159
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      – Code: eng
        Text: English
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        PageCount: 9
        StartPage: 1018
    Subjects:
      – SubjectFull: Lecture method in teaching
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Data analysis
        Type: general
      – SubjectFull: Teaching methods
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      – SubjectFull: Pre-tests & post-tests
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      – SubjectFull: Concept mapping
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      – SubjectFull: Control groups
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      – SubjectFull: Inter-observer reliability
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      – SubjectFull: Analysis of variance
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      – SubjectFull: Cluster analysis (Statistics)
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      – SubjectFull: Research funding
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      – SubjectFull: Respiratory insufficiency
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      – SubjectFull: Statistical sampling
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      – SubjectFull: Decision making in clinical medicine
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      – SubjectFull: Randomized controlled trials
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      – SubjectFull: Data analysis software
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Texas
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      – TitleFull: Use of an expert concept map as an advance organizer to improve understanding of respiratory failure.
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              Text: Dec2011
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