Introducing Concept Maps in Undergraduate Pathology Training: Cross Sectional Analysis of Students Perspectives
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Abstract
Background: This study was undertaken to understand the effectiveness and impact of incorporating concept mapping as teaching learning methodology in undergraduate medical curriculum. Methods: The study was conducted with 150 students over a period of 3 months. A pre-validated questionnaire was given to the students after the activity of concept map was conducted for the students. The data was analyzed using SPSS version 28 and expressed as frequencies and percentages. Results: 150 study participants were included in the present study, of which 79 (52.67%) were males and 71 (47.33%) were females respectively. 36% students agreed using concept maps in pathology studies before the introduction of the intervention. Many found creating concept maps time-consuming (44% agree, 13.33% strongly agree). A strong majority 84.67% felt concept maps are effective for visual learners. 66% students agreed that concept maps helped them better understand complex medical concepts. 66.67% students perceived that concept maps enhanced their ability to make connections between different medical topics. 75.33% students agreed that concept maps promote self-directed learning. 59.33% students supported introducing concept maps in other subjects also. 64.67% students agreed that concept maps are a valuable addition to undergraduate medical training. Conclusion: Introduction of concept mapping will enhance critical thinking and problem-solving skills of medical undergraduate students with increased students engagement, long term retention of knowledge and a self-directed learning tool. This would further enhance the students integrating technology in curriculum.
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Copyright (c) 2025 Sandhya Panjeta Gulia, Manish Gulia, Harendra Kumar
This work is licensed under a Creative Commons Attribution 4.0 International License.
Creative Commons License All articles published in Annals of Medicine and Medical Sciences are licensed under a Creative Commons Attribution 4.0 International License.
Sandhya Panjeta Gulia, Professor & Head, Department of Pathology, Maharishi Markandeshwar College of Medical Science and Research, Sadopur, Ambala, Haryana, India.
Professor & Head, Department of Pathology, Maharishi Markandeshwar College of Medical Science and Research, Sadopur, Ambala, Haryana, India.
Manish Gulia, Associate Professor, Department of Radio-diagnosis, Maharishi Markandeshwar College of Medical Science and Research, Sadopur, Ambala, Haryana, India.
Associate Professor, Department of Radio-diagnosis, Maharishi Markandeshwar College of Medical Science and Research, Sadopur, Ambala, Haryana, India.
Harendra Kumar, Professor, Department of Pathology, SN Medical College, Agra, Uttar Pradesh-282002, India.
Professor, Department of Pathology, SN Medical College, Agra, Uttar Pradesh-282002, India.
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