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Matharu KS, Wareing MP. Tacit knowledge and the role of the dental educator. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:94-99. [PMID: 37345331 DOI: 10.1111/eje.12918] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/18/2022] [Revised: 01/11/2023] [Accepted: 04/21/2023] [Indexed: 06/23/2023]
Abstract
INTRODUCTION This article seeks to explore tacit knowledge in the context of the practice and the role of a dental educator in a workplace learning environment. MATERIAL AND METHODS The key theoretical ideologies which underpin the definition of tacit knowledge have been outlined and practical examples to enable conceptualisation. The role tacit knowledge plays in procedural knowledge, performance of a skill and diagnosis and decision-making has been explained in further detail. Approaches to maximise the educational output of learning opportunities by using tacit knowledge and how an awareness of tacit knowledge can complement reflection have been considered. RESULTS It is acknowledged that workplace learning is of mutual benefit to the dental educator, trainee and clinical team and that the development of the educator to make tacit knowledge explicit, can be achieved through peer observation, amongst other methods. CONCLUSION Tacit knowledge is a key element underpinning learning in the workplace; the use of this knowledge can be applied in an advantageous manner, from both an educational and a personal developmental perspective.
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Dickson CA, McVittie C, Kapilashrami A. Expertise in action: Insights into the dynamic nature of expertise in community‐based nursing. J Clin Nurs 2018; 27:e451-e462. [DOI: 10.1111/jocn.13950] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/24/2017] [Indexed: 11/30/2022]
Affiliation(s)
| | - Chris McVittie
- Social Psychology Queen Margaret University Musseiburgh UK
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Bressington DT, Wong WK, Lam KKC, Chien WT. Concept mapping to promote meaningful learning, help relate theory to practice and improve learning self-efficacy in Asian mental health nursing students: A mixed-methods pilot study. NURSE EDUCATION TODAY 2018; 60:47-55. [PMID: 29028566 DOI: 10.1016/j.nedt.2017.09.019] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2017] [Revised: 07/10/2017] [Accepted: 09/30/2017] [Indexed: 05/12/2023]
Abstract
OBJECTIVES Student nurses are provided with a great deal of knowledge within university, but they can find it difficult to relate theory to nursing practice. This study aimed to test the appropriateness and feasibility of assessing Novak's concept mapping as an educational strategy to strengthen the theory-practice link, encourage meaningful learning and enhance learning self-efficacy in nursing students. DESIGN This pilot study utilised a mixed-methods quasi-experimental design. SETTING The study was conducted in a University school of Nursing in Hong Kong. PARTICIPANTS A total of 40 third-year pre-registration Asian mental health nursing students completed the study; 12 in the concept mapping (CM) group and 28 in the usual teaching methods (UTM) group. METHODS The impact of concept mapping was evaluated thorough analysis of quantitative changes in students' learning self-efficacy, analysis of the structure and contents of the concept maps (CM group), a quantitative measure of students' opinions about their reflective learning activities and content analysis of qualitative data from reflective written accounts (CM group). RESULTS There were no significant differences in self-reported learning self-efficacy between the two groups (p=0.38). The concept mapping helped students identify their current level of understanding, but the increased awareness may cause an initial drop in learning self-efficacy. The results highlight that most CM students were able to demonstrate meaningful learning and perceived that concept mapping was a useful reflective learning strategy to help them to link theory and practice. CONCLUSIONS The results provide preliminary evidence that the concept mapping approach can be useful to help mental health nursing students visualise their learning progress and encourage the integration of theoretical knowledge with clinical knowledge. Combining concept mapping data with quantitative measures and qualitative reflective journal data appears to be a useful way of assessing and understanding the effectiveness of concept mapping. Future studies should utilise a larger sample size and consider using the approach as a targeted intervention immediately before and during clinical learning placements.
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Affiliation(s)
| | - Wai-Kit Wong
- School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong.
| | - Kar Kei Claire Lam
- School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong.
| | - Wai Tong Chien
- School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong.
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Torre D, Daley BJ, Picho K, Durning SJ. Group concept mapping: An approach to explore group knowledge organization and collaborative learning in senior medical students. MEDICAL TEACHER 2017; 39:1051-1056. [PMID: 28681636 DOI: 10.1080/0142159x.2017.1342030] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
INTRODUCTION Group concept mapping may be used as a learning strategy that can potentially foster collaborative learning and assist instructors to assess the development of knowledge organization in medical students. METHODS Group concept maps were created by 39 medical students rotating through a fourth year medicine rotation. The group maps were developed based on a clinical vignette. Descriptive statistics and thematic analysis of students' evaluations were performed. RESULTS Evaluations indicated that students enjoyed the collaborative nature of the exercise and the knowledge sharing activities associated with it. Group maps can demonstrate different knowledge organization Discussion: Group concept mapping can be used to explore students' organization and integration of knowledge structures in a collaborative setting. Additional research should focus on how group mapping and learning progresses over time and, whether group mapping can help identify curricular strengths and needs.
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Affiliation(s)
- Dario Torre
- a Department of Medicine , Uniformed Services University of Health Sciences (USUHS) , Bethesda , MD , USA
| | - Barbara J Daley
- a Department of Medicine , Uniformed Services University of Health Sciences (USUHS) , Bethesda , MD , USA
| | - Katherine Picho
- a Department of Medicine , Uniformed Services University of Health Sciences (USUHS) , Bethesda , MD , USA
| | - Steven J Durning
- a Department of Medicine , Uniformed Services University of Health Sciences (USUHS) , Bethesda , MD , USA
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Daley BJ, Morgan S, Black SB. Concept Maps in Nursing Education: A Historical Literature Review and Research Directions. J Nurs Educ 2016; 55:631-639. [DOI: 10.3928/01484834-20161011-05] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2016] [Accepted: 08/01/2016] [Indexed: 11/20/2022]
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Vink S, van Tartwijk J, Verloop N, Gosselink M, Driessen E, Bolk J. The articulation of integration of clinical and basic sciences in concept maps: differences between experienced and resident groups. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2016; 21:643-657. [PMID: 26692262 PMCID: PMC4923103 DOI: 10.1007/s10459-015-9657-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/24/2015] [Accepted: 11/30/2015] [Indexed: 06/05/2023]
Abstract
To determine the content of integrated curricula, clinical concepts and the underlying basic science concepts need to be made explicit. Preconstructed concept maps are recommended for this purpose. They are mainly constructed by experts. However, concept maps constructed by residents are hypothesized to be less complex, to reveal more tacit basic science concepts and these basic science concepts are expected to be used for the organization of the maps. These hypotheses are derived from studies about knowledge development of individuals. However, integrated curricula require a high degree of cooperation between clinicians and basic scientists. This study examined whether there are consistent variations regarding the articulation of integration when groups of experienced clinicians and basic scientists and groups of residents and basic scientists-in-training construct concept maps. Seven groups of three clinicians and basic scientists on experienced level and seven such groups on resident level constructed concept maps illuminating clinical problems. They were guided by instructions that focused them on articulation of integration. The concept maps were analysed by features that described integration. Descriptive statistics showed consistent variations between the two expertise levels. The concept maps of the resident groups exceeded those of the experienced groups in articulated integration. First, they used significantly more links between clinical and basic science concepts. Second, these links connected basic science concepts with a greater variety of clinical concepts than the experienced groups. Third, although residents did not use significantly more basic science concepts, they used them significantly more frequent to organize the clinical concepts. The conclusion was drawn that not all hypotheses could be confirmed and that the resident concept maps were more elaborate than expected. This article discusses the implications for the role that residents and basic scientists-in-training might play in the construction of preconstructed concept maps and the development of integrated curricula.
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Affiliation(s)
- Sylvia Vink
- />ICLON, Leiden University, Wassenaarseweg 62A, 2333 AL Leiden, The Netherlands
| | - Jan van Tartwijk
- />Centre for Teaching and Learning, Educational Development and Training, Faculty of Social and Behavioural Sciences, Utrecht University, PO Box 80.140, 3508 TC Utrecht, The Netherlands
| | - Nico Verloop
- />ICLON, Leiden University, Wassenaarseweg 62A, 2333 AL Leiden, The Netherlands
| | | | - Erik Driessen
- />Department of Education Development and Research, Maastricht University, Tongersestraat 53, 6211 LM Maastricht, The Netherlands
| | - Jan Bolk
- />Leiden University Medical Centre, PO Box 9600, 2300 RC Leiden, The Netherlands
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Hutchinson M, Higson M, Cleary M, Jackson D. Nursing expertise: a course of ambiguity and evolution in a concept. Nurs Inq 2016; 23:290-304. [DOI: 10.1111/nin.12142] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/01/2016] [Indexed: 11/30/2022]
Affiliation(s)
- Marie Hutchinson
- Faculty of Health & Life Sciences; Oxford Brookes University; Oxford UK
- School of Health and Human Sciences; Southern Cross University; Lismore NSW Australia
| | - Mary Higson
- Independent Researcher; Sydney NSW Australia
| | - Michelle Cleary
- Mental Health Nursing; School of Health Sciences; University of Tasmania; Sydney NSW Australia
| | - Debra Jackson
- Faculty of Health & Life Sciences; Oxford Brookes University; Oxford UK
- Oxford Institute of Nursing & Allied Health Research (OxINAHR); Oxford UK
- Oxford University Hospitals NHS Foundation Trust; Oxford UK
- University of New England; Armidale NSW Australia
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Mcnaughton S, Barrow M, Bagg W, Frielick S. Capturing the Integration of Practice-Based Learning with Beliefs, Values, and Attitudes using Modified Concept Mapping. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2016; 3:10.4137_JMECD.S30079. [PMID: 29349311 PMCID: PMC5736271 DOI: 10.4137/jmecd.s30079] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/09/2015] [Revised: 02/01/2016] [Accepted: 02/02/2016] [Indexed: 05/16/2023]
Abstract
Practice-based learning integrates the cognitive, psychomotor, and affective domains and is influenced by students' beliefs, values, and attitudes. Concept mapping has been shown to effectively demonstrate students' changing concepts and knowledge structures. This article discusses how concept mapping was modified to capture students' perceptions of the connections between the domains of thinking and knowing, emotions, behavior, attitudes, values, and beliefs and the specific experiences related to these, over a period of eight months of practice-based clinical learning. The findings demonstrate that while some limitations exist, modified concept mapping is a manageable way to gather rich data about students' perceptions of their clinical practice experiences. These findings also highlight the strong integrating influence of beliefs and values on other areas of practice, suggesting that these need to be attended to as part of a student's educational program.
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Affiliation(s)
- Susan Mcnaughton
- University of Auckland, Auckland, New Zealand
- Auckland University of Technology, Auckland, New Zealand
| | - Mark Barrow
- Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
| | - Warwick Bagg
- Head of the Medical Programme, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
| | - Stanley Frielick
- Centre for Learning and Teaching, Auckland University of Technology, Auckland, New Zealand
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Jaafarpour M, Aazami S, Mozafari M. Does concept mapping enhance learning outcome of nursing students? NURSE EDUCATION TODAY 2016; 36:129-132. [PMID: 26383908 DOI: 10.1016/j.nedt.2015.08.029] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2015] [Accepted: 08/26/2015] [Indexed: 06/05/2023]
Abstract
AIM The aim of this study was to assess the concept mapping as a teaching method in the academic achievement of nursing students. METHOD This quasi-experimental study was conducted using a crossover design among two groups of total 64 nursing students. Participants were asked to create concept maps (group A) or were evaluated with the traditional method of quiz (group B) for eight weeks and then take a cumulative test (no. 1). Consequently, subjects used the alternate method for another eight weeks and then take the second cumulative test (no. 2). RESULTS The results of this study showed that the mean scores for cumulative tests (both no. 1 and no. 2) was higher in the group that engaged in map construction compared to the group that only take the quizzes. In addition, there was a gradual increase in the mean scores of developed map during the eight sessions of intervention. CONCLUSION In conclusion, concept mapping has a positive effect on students' academic achievement. These findings could provide valuable evidence for establishing concept mapping as a continuous teaching strategy for nursing students.
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Affiliation(s)
- Molouk Jaafarpour
- Department of Midwifery, Faculty of Nursing and Midwifery, Ilam University of Medical Science, Ilam, Iran
| | - Sanaz Aazami
- Department of Nursing, Faculty of Nursing and Midwifery, Ilam University of Medical Science, Ilam, Iran
| | - Mosayeb Mozafari
- Department of Nursing, Faculty of Nursing and Midwifery, Ilam University of Medical Science, Ilam, Iran.
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Bridges S, Jin J, Botelho M. Technology and Group Processes in PBL Tutorials: An Ethnographic Study. ACTA ACUST UNITED AC 2016. [DOI: 10.1007/978-3-319-08275-2_3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/25/2023]
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Rasoul Zadeh N, Sadeghi Gandomani H, Delaram M, Parsa Yekta Z. Comparing the Effect of Concept Mapping and Conventional Methods on Nursing Students' Practical Skill Score. Nurs Midwifery Stud 2015; 4:e27471. [PMID: 26576441 PMCID: PMC4644603 DOI: 10.17795/nmsjournal27471] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2015] [Revised: 06/21/2015] [Accepted: 06/24/2015] [Indexed: 11/25/2022] Open
Abstract
Background: Development of practical skills in the field of nursing education has remained a serious and considerable challenge in nursing education. Moreover, newly graduated nurses may have weak practical skills, which can be a threat to patients’ safety. Objectives: The present study was conducted to compare the effect of concept mapping and conventional methods on nursing students’ practical skills. Patients and Methods: This quasi-experimental study was conducted on 70 nursing students randomly assigned into two groups of 35 people. The intervention group was taught through concept mapping method, while the control group was taught using conventional method. A two-part instrument was used including a demographic information form and a checklist for direct observation of procedural skills. Descriptive statistics, chi-square, independent samples t-tests and paired t-test were used to analyze data. Results: Before education, no significant differences were observed between the two groups in the three skills of cleaning (P = 0.251), injection (P = 0.185) and sterilizing (P = 0.568). The students mean scores were significantly increased after the education and the difference between pre and post intervention of students mean scores were significant in the both groups (P < 0.001). However, after education, in all three skills the mean scores of the intervention group were significantly higher than the control group (P < 0.001). Conclusions: Concept mapping was superior to conventional skill teaching methods. It is suggested to use concept mapping in teaching practical courses such as fundamentals of nursing.
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Affiliation(s)
- Nasrin Rasoul Zadeh
- Department of Medical and Surgical, Faculty of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, IR Iran
| | - Hamidreza Sadeghi Gandomani
- Trauma Nursing Research Center, Faculty of Nursing and Midwifery, Kashan University of Medical Sciences, Kashan, IR Iran
| | - Masoumeh Delaram
- Department of Midwifery, Faculty of Nursing and Midwifery, Shahrekord University of Medical Sciences, Shahrekord, IR Iran
| | - Zohre Parsa Yekta
- Department of Medical and Surgical, Faculty of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, IR Iran
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Rasoul Zadeh N, Sadeghi Gandomani H, Delaram M, Parsa Yekta Z. Comparing the Effect of Concept Mapping and Conventional Methods on Nursing Students’ Practical Skill Score. Nurs Midwifery Stud 2015. [DOI: 10.17795/nmsjournal.27471] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
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Vink SC, Van Tartwijk J, Bolk J, Verloop N. Integration of clinical and basic sciences in concept maps: a mixed-method study on teacher learning. BMC MEDICAL EDUCATION 2015; 15:20. [PMID: 25884319 PMCID: PMC4365534 DOI: 10.1186/s12909-015-0299-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2014] [Accepted: 01/23/2015] [Indexed: 05/09/2023]
Abstract
BACKGROUND The explication of relations between clinical and basic sciences can help vertical integration in medical curricula. Concept mapping might be a useful technique for this explication. Little is known about teachers' ability regarding the articulation of integration. We examined therefore which factors affect the learning of groups of clinicians and basic scientists on different expertise levels who learn to articulate the integration of clinical and basic sciences in concept maps. METHODS After a pilot for fine-tuning group size and instructions, seven groups of expert clinicians and basic scientists and seven groups of residents with a similar disciplinary composition constructed concept maps about a clinical problem that fit their specializations. Draft and final concepts maps were compared on elaborateness and articulated integration by means of t-tests. Participants completed a questionnaire on motivation and their evaluation of the instructions. ANOVA's were run to compare experts' and residents' views. Data from video tapes and notes were qualitatively analyzed. Finally, the three data sources were interpreted in coherence by using Pearson's correlations and qualitative interpretation. RESULTS Residents outshone experts as regards learning to articulate integration as comparison of the draft and final versions showed. Experts were more motivated and positive about the concept mapping procedure and instructions, but this did not correlate with the extent of integration fond in the concept maps. The groups differed as to communication: residents interacted from the start (asking each other for clarification), whereas overall experts only started interaction when they had to make joint decisions. CONCLUSIONS Our results suggest that articulation of integration can be learned, but this learning is not related to participants' motivation or their views on the instructions. Decision making and interaction, however, do relate to the articulation of integration and this suggests that teacher learning programs for designing integrated educational programmes should incorporate co-construction tasks. Expertise level turned out to be decisive for both the level of articulation of integration, the ability to improve the articulated integration and the cooperation pattern.
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Affiliation(s)
- Sylvia C Vink
- ICLON, Graduate School of Teaching & Leiden University Medical Centre, Wassenaarseweg 62A, 2333 AL, Leiden, The Netherlands.
| | - Jan Van Tartwijk
- Centre for Teaching and Learning, Educational Development and Training, Faculty of Social and Behavioural Sciences, Utrecht University, PO Box 80.140, 3508 TC, Utrecht, The Netherlands.
| | - Jan Bolk
- Leiden University Medical Centre, PO Box 9600, 2300 RC, Leiden, The Netherlands.
| | - Nico Verloop
- ICLON, Graduate School of Teaching & Leiden University Medical Centre, Wassenaarseweg 62A, 2333 AL, Leiden, The Netherlands.
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Saeidifard F, Heidari K, Foroughi M, Soltani A. Concept mapping as a method to teach an evidence-based educated medical topic: a comparative study in medical students. J Diabetes Metab Disord 2014; 13:86. [PMID: 25419519 PMCID: PMC4241228 DOI: 10.1186/s40200-014-0086-1] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/22/2014] [Accepted: 08/03/2014] [Indexed: 11/10/2022]
Abstract
BACKGROUND The objective of this study was to compare concept mapping with lecture-based method in teaching of evidence based educated topic to medical students. METHODS This randomized controlled trial was carried out on medical students during sixth year of 7-year MD curriculum clerkship phase. Cluster randomization was used to divide students into intervention and control groups. Both groups, at the beginning, were taught "Diabetic Ketoacidosis" (DKA) using evidence-based tool named Critically Appraised Topics (CAT). Students of intervention group were taught construction of concept maps on DKA and in the control group students had a lecture and a group discussion about what they had been taught on DKA. In the end, all of the students had an exam that they had to answer to 7 questions following to two clinical scenarios. The questions addressed physiopathology, diagnosis and treatment of patients with DKA and were scored separately. Sum of these scores was considered as total score. Scores were compared between intervention and control groups. RESULTS Seventy six medical students (28 male, 48 female) were participated in this study. Total score among intervention group was higher than control group (78.2% vs. 72.5%, p < 0.001). Subgroup analysis revealed significant differences between scores of students in the intervention group and scores of students in the control group in the diagnostic section of questions (81.0% vs. 71.5%, P < 0.001). The scores of students in the intervention group were also significantly higher than control group in physiopathology section of questions. No statistically significant difference was discovered between two groups in scores of answers to treatment section of questions (78.1 (7.3) vs. 72.5 (5.5) P = 0.03). CONCLUSION The results of the study showed that concept mapping method was more successful in education of evidence-based educated topic via CATs in comparison with lecture-based method. Interpretation of this finding would be the concept mapping method may develop meaningful learning among medical students.
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Affiliation(s)
- Farzane Saeidifard
- Endocrinology and Metabolism Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, Tehran, Iran
| | - Kazem Heidari
- Department of Epidemiology and Biostatistics, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
| | - Moein Foroughi
- Chronic Respiratory Diseases Research Center, National Research Institute of Tuberculosis and Lung Diseases (NRITLD), Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Akbar Soltani
- Endocrinology and Metabolism Research Center, Endocrinology and Metabolism Clinical Sciences Institute, Tehran University of Medical Sciences, Tehran, Iran
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Williams AL, Phillips CJ, Watkins A, Rushton AB. The effect of work-based mentoring on patient outcome in musculoskeletal physiotherapy: study protocol for a randomised controlled trial. Trials 2014; 15:409. [PMID: 25344736 PMCID: PMC4223828 DOI: 10.1186/1745-6215-15-409] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2014] [Accepted: 10/02/2014] [Indexed: 04/01/2024] Open
Abstract
BACKGROUND Despite persistent calls to measure the effectiveness of educational interventions on patient outcomes, few studies have been conducted. Within musculoskeletal physiotherapy, the effects of postgraduate clinical mentoring on physiotherapist performance have been assessed, but the impact of this mentoring on patient outcomes remains unknown. The objective of this trial is to assess the effectiveness of a work-based mentoring programme to facilitate physiotherapist clinical reasoning on patient outcomes in musculoskeletal physiotherapy. METHODS/DESIGN A stepped wedge cluster randomised controlled trial (CRCT) has been designed to recruit a minimum of 12 senior physiotherapists who work in musculoskeletal outpatient departments of a large National Health Service (NHS) organization. Participating physiotherapists will be randomised by cluster to receive the intervention at three time periods. Patients will be blinded to whether their physiotherapist has received the intervention. The primary outcome measure will be the Patient-Specific Functional Scale; secondary outcome measures will include the EQ-5D, patient activation, patient satisfaction and physiotherapist performance. Sample size considerations used published methods describing stepped wedge designs, conventional values of 0.80 for statistical power and 0.05 for statistical significance, and pragmatic groupings of 12 participating physiotherapists in three clusters. Based on an intergroup difference of 1.0 on the PSFS with a standard deviation of 2.0, 10 patients are required to complete outcome measures per physiotherapist, at time period 1 (prior to intervention roll-out) and at each of time periods 2, 3 and 4, giving a sample size of 480 patients. To account for the potential loss to follow-up of 33%, 720 sets of patient outcomes will be collected.All physiotherapist participants will receive 150 hours of mentored clinical practice as the intervention and usual in-service training as control. Consecutive, consenting patients attending treatment by the participating physiotherapists during data collection periods will complete outcome measures at baseline, discharge and 12 months post-baseline. The lead researcher will be blinded to the allocation of the physiotherapist when analyzing outcome data; statistical analysis will involve classical linear models incorporating both an intervention effect and a random intercept term to reflect systematic differences among clusters. TRIAL REGISTRATION Assigned 31 July 2012: ISRCTN79599220.
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Affiliation(s)
- Aled L Williams
- />Musculoskeletal Physiotherapy Service, Cardiff and Vale University Health Board, University Hospital of Wales, Heath Park, Cardiff, Wales CF14 4XW UK
| | - Ceri J. Phillips
- />Swansea Centre for Health Economics, College of Human and Health Sciences, Swansea University, Singleton Park, Swansea, Wales SA2 8PP UK
| | - Alan Watkins
- />College of Medicine, Swansea University, Singleton Park, Swansea, Wales SA2 8PP UK
| | - Alison B. Rushton
- />School of Sport, Exercise and Rehabilitation Sciences, College of Life and Environmental Sciences, University of Birmingham, Edgbaston, Birmingham, England B15 2TT UK
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Fugill M. Tacit knowledge in dental clinical teaching. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2012; 16:2-5. [PMID: 22251320 DOI: 10.1111/j.1600-0579.2011.00716.x] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
The term 'tacit' is used to describe knowledge that is not necessarily understood in words. We frequently make use of such knowledge without conscious awareness that we are doing so. This article explores two different conceptions of tacit knowledge and considers their implications for the clinical teaching of dentistry. It recognises the communication barrier that clinical dependence on tacit knowledge creates between teacher and student. It identifies the ability to surface tacit clinical knowledge for the student as one of the most significant skills of the clinical teacher. Finally, the article examines the potential for conflict between the evidence-based practice paradigm, with its dependence on codified, explicit knowledge and the notion of clinical practice, which is at least partly experiential and tacit.
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Affiliation(s)
- M Fugill
- School of Dentistry, Cardiff University, Cardiff, UK.
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James KL, Davies JG, Kinchin I, Patel JP, Whittlesea C. Understanding vs. competency: the case of accuracy checking dispensed medicines in pharmacy. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2010; 15:735-747. [PMID: 20461454 DOI: 10.1007/s10459-010-9234-7] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2010] [Accepted: 04/26/2010] [Indexed: 05/29/2023]
Abstract
Ensuring the competence of healthcare professionals' is core to undergraduate and post-graduate education. Undergraduate pharmacy students and pre-registration graduates are required to demonstrate competence at dispensing and accuracy checking medicines. However, competence differs from understanding. This study determined the competence and understanding of undergraduate students and pharmacists at accuracy checking dispensed medicines. Third year undergraduate pharmacy students and first year post-graduate diploma pharmacists participated in the study, which involved an accuracy checking task and concept mapping exercise. Participants accuracy checked eight medicines which contained 13 dispensing errors and then constructed a concept map illustrating their understanding of the accuracy checking process. The error detection rates and types of dispensing errors detected by undergraduates and pharmacists were compared using Mann-Whitney and chi-square, respectively. Statistical significance was p ≤ 0.05. Concept maps were qualitatively analysed to identify structural typologies. Forty-one undergraduates and 78 pharmacists participated in the study. Pharmacists detected significantly more dispensing errors (85%) compared to the undergraduates (77%, p ≤ 0.001). Only one undergraduate and seven pharmacists detected all dispensing errors. The majority of concept maps were chains (undergraduates = 46%, n = 19; pharmacists = 45%, n = 35) and spokes (undergraduates = 54%, n = 22; pharmacists = 54%, n = 42) indicating surface learning. One pharmacist, who detected all dispensing errors in the accuracy checking exercise, created a networked map characteristic of deep learning. Undergraduate students and pharmacists demonstrated a degree of operational competence at detecting dispensing errors without fully understanding the accuracy checking process. Accuracy checking training should be improved at undergraduate and post-graduate level so that pharmacists are equipped with the knowledge and understanding to accurately check medicines and detect dispensing errors, thereby safeguarding patient safety.
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Affiliation(s)
- K Lynette James
- Clinical Practice & Medicines Use Research Group, Pharmaceutical Science Division, King's College London, Franklin Wilkins Building, 150, Stamford Street, London, SE1 9NH, UK.
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Ross R, Dzurec L. Worth 1,000 words: concept mapping for tenure and promotion. J Prof Nurs 2010; 26:346-52. [PMID: 21078503 DOI: 10.1016/j.profnurs.2010.06.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2008] [Indexed: 10/18/2022]
Abstract
Organizing tenure/promotion dossiers can be a daunting task for junior faculty. As an adjunct to a strong program of scholarship, concept mapping can help as a concise and effective tool when applying for tenure and promotion. Concept mapping is explained here as a value-added, graphic method for junior faculty to use in presenting their scholarship accomplishments in the tenure and promotion dossier in a single overview beyond the written narrative. Further, skills in developing concept maps can be used as a mentoring technique, simultaneously helping faculty shape their scholarship as they progress toward tenure. The historically situated picture presented by a concept map is worth a thousand words.
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Daley BJ, Torre DM. Concept maps in medical education: an analytical literature review. MEDICAL EDUCATION 2010; 44:440-8. [PMID: 20374475 DOI: 10.1111/j.1365-2923.2010.03628.x] [Citation(s) in RCA: 56] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
OBJECTIVES As the medical profession continues to change, so do the educational methods by which medical students are taught. Various authors have acknowledged the need for alternative teaching and learning strategies that will enable medical students to retain vast amounts of information, integrate critical thinking skills and solve a range of complex clinical problems. Previous research has indicated that concept maps may be one such teaching and learning strategy. This article aims to: (i) review the current research on concept maps as a potential pedagogical approach to medical student learning, and (ii) discuss implications for medical student teaching and learning, as well as directions for future research. METHODS The literature included in this review was obtained by searching library databases including ACADEMIC SEARCH, ERIC, EBSCOHost, PsychINFO, PsychARTICLES, PubMed/MEDLINE, CINAHL and EMBASE. This literature review is a summary of both conceptual and empirically published literature on the uses of concept mapping in medical education. RESULTS The 35 studies reviewed here indicate that concept maps function in four main ways: (i) by promoting meaningful learning; (ii) by providing an additional resource for learning; (iii) by enabling instructors to provide feedback to students, and (iv) by conducting assessment of learning and performance. CONCLUSIONS This review provides ideas for medical school faculty staff on the use of concept maps in teaching and learning. Strategies such as fostering critical thinking and clinical reasoning, incorporating concept mapping within problem-based learning, and using concept mapping in group and collaborative learning are identified. New developments in medical education include the use of serial concept maps, concept maps as a methodology to assist learners with lower cognitive competence, and the combination of group concept maps with structured feedback.
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Affiliation(s)
- Barbara J Daley
- Department of Administrative Leadership, School of Education, University of Wisconsin - Milwaukee, Milwaukee, Wisconsin, USA.
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