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HOW WE TEACH

Toward meaningful learning in undergraduate medical education using concept maps in a PBL pathophysiology course

¹ Department of Pathophysiology, New University of Lisbon, Lisbon, Portugal
² Department of Medical Education, Faculty of Medical Sciences, New University of Lisbon, Lisbon, Portugal

Address for reprint requests and other correspondence: A. Rendas, Dept. of Pathophysiology, Faculty of Medical Sciences, Campo dos Mártires da Pátria, 130, Lisbon 1169-056, Portugal (e-mail: arendas.dir{at}fcm.unl.pt)

Problem-based learning (PBL) is now an established method in undergraduate medical education that aims to develop reasoning skills based on clinical problems. More recently, the use of concept mapping in medical education aims to improve meaningful learning. At the New University of Lisbon, we have been using PBL as a major educational method in a pathophysiology course. In 2003–2004, we started to use Inspiration, a computer-based concept mapping tool, with a single tutorial PBL group. A total of 36 maps were constructed related to short cases, already used in the PBL course, in which a certain number of key nodes were hidden to allow the students to fill in the gaps. The results obtained appear to indicate that the use of concept maps stimulated meaningful learning within a PBL course.

Key words: medical reasoning; reasoning skills; teaching; "Inspiration"; concept mapping; problem-based learning

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