Adv Physiol Educ AJP: Regulatory, Integrative and Comparative Physiology
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Advan. Physiol. Edu. 32: 312-316, 2008; doi:10.1152/advan.00021.2007
1043-4046/08 $8.00
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ADV PHYSIOL EDUC 32:312-316, 2008
© 2008 American Physiological Society

HOW WE TEACH

Mediated learning experience and concept maps: a pedagogical tool for achieving meaningful learning in medical physiology students

Hilda Leonor González1, Alberto Pardo Palencia1, Luis Alfredo Umaña1, Leonor Galindo2 and Luz Adriana Villafrade M1

1 Department of physiology, Faculty of Medicine, Bucaramanga, Santander, Colombia 2 Faculty of Education, Universidad Autónoma de Bucaramanga, Bucaramanga, Santander, Colombia

Address for reprint requests and other correspondence: H. L. González, Universidad Autónoma de Bucaramanga, Facultad de Medicina, Calle 157, 19-55 Parque Campestre, Bucaramanga, Santander, Colombia (e-mail: hgonzalez4{at}unab.edu.co)

Even though comprehension of human physiology is crucial in the clinical setting, students frequently learn part of this subject using rote memory and then are unable to transfer knowledge to other contexts or to solve clinical problems. This study evaluated the impact of articulating the concept map strategy with the mediated learning experience on meaningful learning during the cardiovascular module of a medical physiology course at Universidad Autónoma de Bucaramanga. This research was based on the ideas of David Ausubel (meaningful learning), Joseph Novak (concept maps), and Reuven Feuerstein (mediated learning experience). Students were randomly allocated to either an intervention group (mediated learning experience articulated with concept mapping) or a control group (traditional methodology). The intervention group constructed concept maps related to cardiovascular physiology and used them to solve problems related to this subject. The control group attended traditional discussion sessions and problem-solving sessions. All students were evaluated with two types of exams: problem-solving and multiple-choice exams. The intervention group performed significantly better on the problem-solving exams, but the difference was not significant in the multiple-choice exam. It was concluded that intervention promoted meaningful learning that allowed the students to transfer this knowledge to solve problems. The implemented strategy had a greater impact on the students who came into the study with the lowest cognitive competence, possibly because they were empowered by the intervention.

Key words: cardiovascular physiology






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