Teaching Critical Thinking to First-Year Medical Students through Concept Mapping

Amina Sadik (Touro University Nevada, USA)
Copyright: © 2014 |Pages: 222
EISBN13: 9781466664074|DOI: 10.4018/978-1-4666-5816-5.ch009
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Helping students learn the basic sciences and demonstrating their importance in the practice of medicine presents a challenge for the majority of medical science educators. A curriculum change of medical biochemistry was implemented to include concept mapping as a visual strategy to enhance the analytical and critical thinking skills during clinical case-based workshops. A rubric was used to give detailed feedback and provide guidance to students. A number of clinical cases were judiciously selected to illustrate specific topics. Students meet with a faculty member to discuss the concept map prior to the workshop. During such meetings, all members are asked to participate in explaining their reasoning and decision-making and to thereby justify the flow of the concept map. This activity gives students the opportunity to demonstrate their capacity to visualize their knowledge using the concept map construction.
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