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Enhancing anatomy learning: A concept map-based approach for first-term MBBS students
Mejora del aprendizaje de anatomía: Un enfoque basado en mapas conceptuales para estudiantes de MBBS del primer trimestre
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=> "cr0005" ] ] ] 1 => array:3 [ "nombre" => "Ravishankar" "apellidos" => "Mathada Vamadevaiah" "referencia" => array:1 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">a</span>" "identificador" => "af0005" ] ] ] 2 => array:4 [ "nombre" => "Vidya" "apellidos" => "Gowdappa Doddawad" "email" => array:1 [ 0 => "dr.vidyagowdappadoddawad@jssuni.edu.in" ] "referencia" => array:2 [ 0 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">b</span>" "identificador" => "af0010" ] 1 => array:2 [ "etiqueta" => "<span class="elsevierStyleSup">**</span>" "identificador" => "cr0010" ] ] ] ] "afiliaciones" => array:2 [ 0 => array:3 [ "entidad" => "Department of Anatomy, JSS Medical College, JSS AHER, SS Nagar, Mysuru 570015, Karnataka, India" "etiqueta" => "a" "identificador" => "af0005" ] 1 => array:3 [ "entidad" => "Department of Oral Pathology and Microbiology, JSS Dental College, JSS AHER, SS Nagar, Mysuru 570015, Karnataka, India" "etiqueta" => "b" "identificador" => "af0010" ] ] ] ] "titulosAlternativos" => array:1 [ "es" => array:1 [ "titulo" => "Mejora del aprendizaje de anatomía: Un enfoque basado en mapas conceptuales para estudiantes de MBBS del primer trimestre" ] ] "resumenGrafico" => array:2 [ "original" => 0 "multimedia" => array:8 [ "identificador" => "f0005" "etiqueta" => "Fig. 1" "tipo" => "MULTIMEDIAFIGURA" "mostrarFloat" => true "mostrarDisplay" => false "figura" => array:1 [ 0 => array:4 [ "imagen" => "gr1.jpeg" "Alto" => 2162 "Ancho" => 3150 "Tamanyo" => 660481 ] ] "detalles" => array:1 [ 0 => array:3 [ "identificador" => "al0005" "detalle" => "Fig. " "rol" => "short" ] ] "descripcion" => array:1 [ "en" => "<p id="sp0005" class="elsevierStyleSimplePara elsevierViewall">Showing concept map of radial nerve details developed by the student.</p>" ] ] ] "textoCompleto" => "<span class="elsevierStyleSections"><span id="s0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0065">Introduction</span><p id="p0005" class="elsevierStylePara elsevierViewall">A concept map is a visual organization and representation of knowledge. It shows concepts, ideas, and the relationship of the subject. Students write keywords onto sticky notes and then organize them into a flowchart.<a class="elsevierStyleCrossRef" href="#bb0005"><span class="elsevierStyleSup">1</span></a> Concept mapping is a great way to build upon previous knowledge by relating new information to existing knowledge. When new knowledge is integrated with and connected to existing knowledge, the new knowledge is easier to understand and remember. Novak and Govin developed concept mapping based on Ausubel's learning theory.<a class="elsevierStyleCrossRef" href="#bb0010"><span class="elsevierStyleSup">2</span></a></p><p id="p0010" class="elsevierStylePara elsevierViewall">The medical curriculum proposed by NMC in 2019 emphasizes self-directed learning as a part of the learning process. A significant attempt has been made in the outcome-driven undergraduate curriculum to provide the orientation and the skills necessary for life-long learning and to enable proper care of the patient. The educators need to know about the process of teaching and making learning easy for the students. The new curriculum recommended by the Medical Council of India for undergraduate medical education emphasizes the competencies, where various domains of teaching learning methods, and assessment form the framework of competencies.<a class="elsevierStyleCrossRef" href="#bb0015"><span class="elsevierStyleSup">3</span></a> Concept maps have been used to develop the knowledge of students in the basic sciences and this can be integrated with clinical sciences.<a class="elsevierStyleCrossRef" href="#bb0010"><span class="elsevierStyleSup">2</span></a></p><p id="p0015" class="elsevierStylePara elsevierViewall">The conceptualization through concept maps allows students to in-depth learning and allows the learner to identify relationships between seemingly isolated concepts while developing a cohesive knowledge structure.<a class="elsevierStyleCrossRef" href="#bb0020"><span class="elsevierStyleSup">4</span></a> Students' learning strategy and their achievement would improve through concept mapping compared to the traditional method as reported.<a class="elsevierStyleCrossRef" href="#bb0025"><span class="elsevierStyleSup">5</span></a> The concept map method of study helps students in self-directed learning to integrate and connect various bits of information related to the subject. It facilitates the development of clinical reasoning and promotes interprofessional education, thereby enhancing collaborative skills and improving the overall learning experience.<a class="elsevierStyleCrossRef" href="#bb0030"><span class="elsevierStyleSup">6</span></a> The complexity of the subject content and its 3D orientation in anatomy makes students difficult to learn, assimilate, and recapitulate. It requires motivation to keep them interested in learning anatomy. Traditional didactic lectures will not involve the effective participation of students in learning anatomy and retention of knowledge. In this context, an attempt is made to use concept maps as a tool for learning anatomy.</p></span><span id="s0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0070">Material and method</span><p id="p0020" class="elsevierStylePara elsevierViewall">A mixed-methods interventional study with feedback was carried out in the Department of Anatomy. Ethical approval was obtained from the Institution's Ethics Committee. Informed consent was obtained from 128 first-year MBBS students (2022–2023 batch) who participated in the study. The students were divided into 2 groups, with 64 individuals in the study and control groups. Following lectures on each topic from Anatomy (Radial nerve, Median nerve, and Ulnar nerve) for both groups, a pre-test was administered to assess the baseline knowledge of all 128 MBBS students. Subsequently, the study group, after receiving prior sensitization on concept maps, was tasked with preparing concept maps (<a class="elsevierStyleCrossRef" href="#f0005">Fig. 1</a>). Post-test assessments consisting of multiple-choice questions (MCQs) were administered to both the study and control groups 1 week after each lecture. These assessments aimed to evaluate the difference in knowledge by comparing the assessment scores of the study group and the control group based on their recall of the topic. Google feedback form, consisting of validated questions on concept maps with a 5-point Likert scale, was administered to the study group after 3 sessions. The form was provided via the Google Forms website tool.</p><elsevierMultimedia ident="f0005"></elsevierMultimedia><span id="s0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0075">Statistical analysis</span><p id="p0025" class="elsevierStylePara elsevierViewall">Data were entered in the MS Excel sheet and analyzed using SPSS version 22 (licensed to JSS AHER). Mann–Whitney <span class="elsevierStyleItalic">U</span> test and Wilcoxon signed rank test were applied to check the significance (<span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>≤<span class="elsevierStyleHsp" style=""></span>.01) of the results. Non-parametric tests were used for interpretation of the data. Descriptive statistics were used to analyze the perceptions of the students.</p></span></span><span id="s0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0080">Results</span><p id="p0030" class="elsevierStylePara elsevierViewall">Among the 64 participants, 30 (46.9%) were females and 34 (53.1%) were males in the study group, while the control group consisted of 37 (57.8%) females and 27 (42.2%) males. A statistically significant difference was found for recall, cognition, and total scores within the same group, i.e., study and control group (<span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span><<span class="elsevierStyleHsp" style=""></span>.001) (<a class="elsevierStyleCrossRef" href="#t0005">Table 1</a>). While there was no statistically significant difference in recall scores before the intervention between the study and control groups, there was a significant statistical difference between the 2 groups in pre-intervention for cognition and total scores, as well as post-intervention for recall, cognition, and total scores (<a class="elsevierStyleCrossRef" href="#t0010">Table 2</a>).</p><elsevierMultimedia ident="t0005"></elsevierMultimedia><elsevierMultimedia ident="t0010"></elsevierMultimedia><p id="p0035" class="elsevierStylePara elsevierViewall">95% of students opined that concept maps helped in understanding the topic better and improved rational thinking. 98% of students opined that concept maps helped to correlate the applied aspect of the given topic and better retention of the topic. 65% of students strongly agreed that developing concept maps is time-consuming and other details are shown in <a class="elsevierStyleCrossRef" href="#f0010">Fig. 2</a>.</p><elsevierMultimedia ident="f0010"></elsevierMultimedia></span><span id="s0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0085">Discussion</span><p id="p0040" class="elsevierStylePara elsevierViewall">The rapid changes in the medical field and the need for future health professionals to be competent necessitate students to learn in meaningful and integrated ways. Concept maps, in medical education, have been used to develop the knowledge structures of students in the basic sciences and this can be integrated with clinical sciences.<a class="elsevierStyleCrossRef" href="#bb0010"><span class="elsevierStyleSup">2</span></a> The conceptualization through concept maps allows students to learn in-depth and allows the learner to identify relationships between seemingly isolated concepts while developing a cohesive knowledge structure.<a class="elsevierStyleCrossRef" href="#bb0020"><span class="elsevierStyleSup">4</span></a> Students' learning strategy and their achievement would improve through concept mapping compared to the traditional method as reported.<a class="elsevierStyleCrossRef" href="#bb0025"><span class="elsevierStyleSup">5</span></a> In the present study after obtaining feedback on concept maps, 95% of students opined that concept maps helped in understanding the topic better and improved rational thinking. 98% of students opined that concept maps helped to correlate the applied aspect of the given topic.</p><p id="p0045" class="elsevierStylePara elsevierViewall">In the present study, total scores of post-tests were higher in both the study group and control group compared to the pre-test. Mukhopadhyay et al. conducted a study for second-year medical students to compare traditional tutorial and concept map methods and authors reported significant improvement in student performance in both groups in the post-test compared to the pre-test.<a class="elsevierStyleCrossRef" href="#bb0035"><span class="elsevierStyleSup">7</span></a> In the present study, both the groups also scored better compared to pre-test. Mahindra Kumar et al. stated that concept maps for neuroanatomy for teaching students and reported that students performed better in high cognitive type MCQs compared to lecture and demonstration methods and stated that there was significant improvement of knowledge.<a class="elsevierStyleCrossRef" href="#bb0040"><span class="elsevierStyleSup">8</span></a></p><p id="p0050" class="elsevierStylePara elsevierViewall">In the present study, post-test cognitive scores were higher in both groups compared to pre-test scores which are under to present study. Nicoara et al. researched 505 students from the Department of General Medicine who were randomly selected and divided into groups, to observe changes in the grades they obtained when learning anatomy with the concept mapping method versus traditional methods. The results were statistically significant, and scores were higher in the study group.<a class="elsevierStyleCrossRef" href="#bb0045"><span class="elsevierStyleSup">9</span></a></p><p id="p0055" class="elsevierStylePara elsevierViewall">Farida Qadir et al. used concept maps in topics for CNS pharmacology during tutorial sessions for 50 BDS students and scores obtained were compared between the study and control groups. MCQ test of the control group showed a mean grade of 57.1<span class="elsevierStyleHsp" style=""></span>+<span class="elsevierStyleHsp" style=""></span>16.7 versus the test group's mean of 58.8<span class="elsevierStyleHsp" style=""></span>+<span class="elsevierStyleHsp" style=""></span>13. For the short essay questions, the control group obtained a mean of 52.3<span class="elsevierStyleHsp" style=""></span>+<span class="elsevierStyleHsp" style=""></span>18.8 versus the test group's mean grade of 53.8<span class="elsevierStyleHsp" style=""></span>+<span class="elsevierStyleHsp" style=""></span>22.5. The results were not significantly different <span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>><span class="elsevierStyleHsp" style=""></span>.05. However, feedback about concept mapping showed that the technique helped the students to conceptualize difficult topics in CNS and was beneficial in preparing for exams.<a class="elsevierStyleCrossRef" href="#bb0050"><span class="elsevierStyleSup">10</span></a></p><p id="p0060" class="elsevierStylePara elsevierViewall">Concept maps can be used in various domains of medical education both for undergraduate as well as post-graduate student learning activities. It involves identifying the topic, brainstorming ideas, organizing the concept, and ultimately linking the conceptual ideas to create a meaningful and rational outcome.<a class="elsevierStyleCrossRef" href="#bb0055"><span class="elsevierStyleSup">11</span></a> Concept maps create a rational link between the knowledge contents delivered through conventional classroom teaching. Comparing the outcome of pre- and post-test underscores our study showing the ease of synchronizing the basic science knowledge toward clinical case understanding and its hypothetical application in scenario-based case learning which is facilitating its comprehensive utility.</p></span><span id="s0030" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0090">Limitation of the study</span><p id="p0065" class="elsevierStylePara elsevierViewall">The study's applicability could be limited to the specific group of first-term MBBS students and its focus on short-term outcomes. Due to the time-consuming nature of creating concept maps by students, we restricted the evaluation to just 3 topics to assess its efficacy in teaching anatomy.</p><p id="p0070" class="elsevierStylePara elsevierViewall">Concept maps provide a tool for spatial representation of content which helps in retention of memory and promotes comprehensive learning. Enhances the retention of the subject and allows the integration of diverse anatomical concepts. Our study scores signify the meaningful concept application in learning anatomy among students, showing consistency in the outcome of the study. From this study, we recommend that concept mapping can be a pedagogical tool that could be applied to a few more topics in anatomy.</p></span><span id="s0035" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0095">Source(s) of support</span><p id="p0075" class="elsevierStylePara elsevierViewall">Nil.</p></span><span id="s0040" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0100">Presentation at a meeting</span><p id="p0080" class="elsevierStylePara elsevierViewall">Nil.</p></span><span id="s0045" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0105">Ethical responsibilities</span><p id="p0085" class="elsevierStylePara elsevierViewall">This study was approved by the Institutional ethics committee, JSS medical college (approval number: ECR/387/Inst/KA/2013/RR-19). All participants provided informed consent to participate in the study through each online survey submitted.</p></span></span>" "textoCompletoSecciones" => array:1 [ "secciones" => array:14 [ 0 => array:3 [ "identificador" => "xres2289922" "titulo" => "Abstract" "secciones" => array:4 [ 0 => array:2 [ "identificador" => "as0005" "titulo" => "Background" ] 1 => array:2 [ "identificador" => "as0010" "titulo" => "Material and methods" ] 2 => array:2 [ "identificador" => "as0015" "titulo" => "Results" ] 3 => array:2 [ "identificador" => "as0020" "titulo" => "Conclusions" ] ] ] 1 => array:2 [ "identificador" => "xpalclavsec1902616" "titulo" => "Keywords" ] 2 => array:3 [ "identificador" => "xres2289921" "titulo" => "Resumen" "secciones" => array:4 [ 0 => array:2 [ "identificador" => "as0025" "titulo" => "Antecedentes" ] 1 => array:2 [ "identificador" => "as0030" "titulo" => "Material y métodos" ] 2 => array:2 [ "identificador" => "as0035" "titulo" => "Resultados" ] 3 => array:2 [ "identificador" => "as0040" "titulo" => "Conclusiones" ] ] ] 3 => array:2 [ "identificador" => "xpalclavsec1902615" "titulo" => "Palabras clave" ] 4 => array:2 [ "identificador" => "s0005" "titulo" => "Introduction" ] 5 => array:3 [ "identificador" => "s0010" "titulo" => "Material and method" "secciones" => array:1 [ 0 => array:2 [ "identificador" => "s0015" "titulo" => "Statistical analysis" ] ] ] 6 => array:2 [ "identificador" => "s0020" "titulo" => "Results" ] 7 => array:2 [ "identificador" => "s0025" "titulo" => "Discussion" ] 8 => array:2 [ "identificador" => "s0030" "titulo" => "Limitation of the study" ] 9 => array:2 [ "identificador" => "s0035" "titulo" => "Source(s) of support" ] 10 => array:2 [ "identificador" => "s0040" "titulo" => "Presentation at a meeting" ] 11 => array:2 [ "identificador" => "s0045" "titulo" => "Ethical responsibilities" ] 12 => array:2 [ "identificador" => "xack785853" "titulo" => "Acknowledgements" ] 13 => array:1 [ "titulo" => "References" ] ] ] "pdfFichero" => "main.pdf" "tienePdf" => true "fechaRecibido" => "2024-05-29" "fechaAceptado" => "2024-07-22" "PalabrasClave" => array:2 [ "en" => array:1 [ 0 => array:4 [ "clase" => "keyword" "titulo" => "Keywords" "identificador" => "xpalclavsec1902616" "palabras" => array:6 [ 0 => "Concept formation" 1 => "Concept learning" 2 => "Concept map" 3 => "Memory training" 4 => "Academic performance" 5 => "Anatomy" ] ] ] "es" => array:1 [ 0 => array:4 [ "clase" => "keyword" "titulo" => "Palabras clave" "identificador" => "xpalclavsec1902615" "palabras" => array:6 [ 0 => "Formación de conceptos" 1 => "Aprendizaje de conceptos" 2 => "Mapa conceptual" 3 => "Entrenamiento de la memoria" 4 => "Rendimiento académico" 5 => "Anatomía" ] ] ] ] "tieneResumen" => true "resumen" => array:2 [ "en" => array:3 [ "titulo" => "Abstract" "resumen" => "<span id="as0005" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0010">Background</span><p id="sp0025" class="elsevierStyleSimplePara elsevierViewall">The complexity of the subject content, and its 3D orientation in anatomy makes students difficult to learn, assimilate, and recapitulate the topics. There is a need for innovative teaching methods in anatomy for better understanding of the subject and improved performance of students. In this context, an attempt is made to use concept maps as a tool for learning anatomy.</p></span> <span id="as0010" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0015">Material and methods</span><p id="sp0030" class="elsevierStyleSimplePara elsevierViewall">After obtaining ethical committee approval and informed consent, 128 first-term MBBS students were divided into 2 groups, 64 in the study and the control group. After the lecture on each topic from anatomy (radial nerve, median nerve, and ulnar nerve), a pre-test was conducted on 128 MBBS students. Post-test multiple-choice questions-based assessment was conducted for both groups after 1 week of each lecture. Difference in knowledge by comparing the assessment scores of the study group and control group. A feedback form with a 5-point Likert scale was administered to all students at the end of 3 sessions. Mann–Whitney <span class="elsevierStyleItalic">U</span>-test and Wilcoxon signed-rank test were applied to check the significance (<span class="elsevierStyleItalic">p</span><span class="elsevierStyleHsp" style=""></span>≤<span class="elsevierStyleHsp" style=""></span>.01) of the results.</p></span> <span id="as0015" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0020">Results</span><p id="sp0035" class="elsevierStyleSimplePara elsevierViewall">There was a statistically significant difference between the 2 groups during the pre-test for cognition, and total scores and the post-test for recall, cognition, and total scores. 98% of students perceived that the concept map-based approach helped better retain the topic.</p></span> <span id="as0020" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0025">Conclusions</span><p id="sp0040" class="elsevierStyleSimplePara elsevierViewall">Concept maps promote comprehensive learning and applying knowledge in new situations<span class="elsevierStyleBold">.</span> From this study, we recommend that concept mapping can be a pedagogical tool in Anatomy.</p></span>" "secciones" => array:4 [ 0 => array:2 [ "identificador" => "as0005" "titulo" => "Background" ] 1 => array:2 [ "identificador" => "as0010" "titulo" => "Material and methods" ] 2 => array:2 [ "identificador" => "as0015" "titulo" => "Results" ] 3 => array:2 [ "identificador" => "as0020" "titulo" => "Conclusions" ] ] ] "es" => array:3 [ "titulo" => "Resumen" "resumen" => "<span id="as0025" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0035">Antecedentes</span><p id="sp0045" class="elsevierStyleSimplePara elsevierViewall">La complejidad del contenido de la asignatura y su orientación 3D en Anatomía dificulta que los estudiantes aprendan, asimilen y recapitulen los temas. Existe la necesidad de métodos de enseñanza innovadores en Anatomía para una mejor comprensión de la materia y un mejor rendimiento de los estudiantes. En este contexto, se intenta utilizar los mapas conceptuales como herramienta para el aprendizaje de Anatomía.</p></span> <span id="as0030" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0040">Material y métodos</span><p id="sp0050" class="elsevierStyleSimplePara elsevierViewall">Después de obtener la aprobación del comité ético y el consentimiento informado, 128 estudiantes de primer semestre de MBBS se dividieron en 2 grupos, 64 en el estudio y el grupo control. Después de la conferencia sobre cada tema de Anatomía (nervio radial, nervio mediano y nervio cubital), se realizó una prueba previa a 128 estudiantes de MBBS. Se realizó una evaluación posterior a la prueba basada en MCQ para ambos grupos después de una semana de cada conferencia. Diferencia en el conocimiento al comparar las puntuaciones de evaluación entre el grupo de estudio y el grupo de control. Se administró a todos los estudiantes un formulario de retroalimentación con una escala Likert de cinco puntos al final de 3 sesiones. Se aplicaron la prueba U de Mann Whitney y la prueba de rangos con signo de Wilcoxon para comprobar la significancia (p ≤ 0,01) de los resultados.</p></span> <span id="as0035" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0045">Resultados</span><p id="sp0055" class="elsevierStyleSimplePara elsevierViewall">Hubo una diferencia estadísticamente significativa entre los dos grupos durante la prueba previa de cognición y puntuaciones totales y la prueba posterior de memoria, cognición y puntuaciones totales. El 98% de los estudiantes percibió que el enfoque basado en mapas conceptuales ayudó a retener mejor el tema.</p></span> <span id="as0040" class="elsevierStyleSection elsevierViewall"><span class="elsevierStyleSectionTitle" id="st0050">Conclusiones</span><p id="sp0060" class="elsevierStyleSimplePara elsevierViewall">Los mapas conceptuales promueven el aprendizaje integral y la aplicación del conocimiento en situaciones nuevas. A partir de este estudio, recomendamos que los mapas conceptuales pueden ser una herramienta pedagógica en Anatomía.</p></span>" "secciones" => array:4 [ 0 => array:2 [ "identificador" => "as0025" "titulo" => "Antecedentes" ] 1 => array:2 [ "identificador" => "as0030" "titulo" => "Material y métodos" ] 2 => array:2 [ "identificador" => "as0035" "titulo" => "Resultados" ] 3 => array:2 [ "identificador" => "as0040" "titulo" => "Conclusiones" ] ] ] ] "multimedia" => array:4 [ 0 => array:8 [ "identificador" => "f0005" "etiqueta" => "Fig. 1" "tipo" => "MULTIMEDIAFIGURA" "mostrarFloat" => true "mostrarDisplay" => false "figura" => array:1 [ 0 => array:4 [ "imagen" => "gr1.jpeg" "Alto" => 2162 "Ancho" => 3150 "Tamanyo" => 660481 ] ] "detalles" => array:1 [ 0 => array:3 [ "identificador" => "al0005" "detalle" => "Fig. " "rol" => "short" ] ] "descripcion" => array:1 [ "en" => "<p id="sp0005" class="elsevierStyleSimplePara elsevierViewall">Showing concept map of radial nerve details developed by the student.</p>" ] ] 1 => array:8 [ "identificador" => "f0010" "etiqueta" => "Fig. 2" "tipo" => "MULTIMEDIAFIGURA" "mostrarFloat" => true "mostrarDisplay" => false "figura" => array:1 [ 0 => array:4 [ "imagen" => "gr2.jpeg" "Alto" => 1723 "Ancho" => 2778 "Tamanyo" => 294885 ] ] "detalles" => array:1 [ 0 => array:3 [ "identificador" => "al0010" "detalle" => "Fig. " "rol" => "short" ] ] "descripcion" => array:1 [ "en" => "<p id="sp0010" class="elsevierStyleSimplePara elsevierViewall">Perception of students (study group) toward concept mapping.</p>" ] ] 2 => array:8 [ "identificador" => "t0005" "etiqueta" => "Table 1" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "detalles" => array:1 [ 0 => array:3 [ "identificador" => "al0015" "detalle" => "Table " "rol" => "short" ] ] "tabla" => array:1 [ "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><tbody title="tbody"><tr title="table-row"><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleBold">Variable</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_colgroup " colspan="2" align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" style="border-bottom: 2px solid black"><span class="elsevierStyleBold">Study group</span></td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleBold"><span class="elsevierStyleItalic">Z</span> value</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleBold"><span class="elsevierStyleItalic">p</span>-value*</span> \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" style="border-bottom: 2px solid black"><span class="elsevierStyleBold">Pre-intervention</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" style="border-bottom: 2px solid black"><span class="elsevierStyleBold">Post-intervention</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Recall score \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">4 (3–4) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">8 (6–10) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">−<span class="elsevierStyleHsp" style=""></span>6.997 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><<span class="elsevierStyleHsp" style=""></span>.001 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Cognition score \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">4 (3–5) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">8 (7–8) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">−<span class="elsevierStyleHsp" style=""></span>7.001 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><<span class="elsevierStyleHsp" style=""></span>.001 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" style="border-bottom: 2px solid black">Total \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" style="border-bottom: 2px solid black">8 (6–9) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" style="border-bottom: 2px solid black">16 (14–18) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" style="border-bottom: 2px solid black">−<span class="elsevierStyleHsp" style=""></span>6.985 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" style="border-bottom: 2px solid black"><<span class="elsevierStyleHsp" style=""></span>.001 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleBold">Variable</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td-with-role" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t ; entry_with_role_colgroup " colspan="2" align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" style="border-bottom: 2px solid black"><span class="elsevierStyleBold">Control group</span></td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleBold"><span class="elsevierStyleItalic">Z</span> value</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><span class="elsevierStyleBold"><span class="elsevierStyleItalic">p</span>-value*</span> \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" style="border-bottom: 2px solid black"><span class="elsevierStyleBold">Pre-intervention</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" style="border-bottom: 2px solid black"><span class="elsevierStyleBold">Post-intervention</span> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" style="border-bottom: 2px solid black"> \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Recall score \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">4 (3–4) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">6 (5–6) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">−<span class="elsevierStyleHsp" style=""></span>6.777 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><<span class="elsevierStyleHsp" style=""></span>.001 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Cognition score \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">3 (2–4) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">5 (4–6) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">−<span class="elsevierStyleHsp" style=""></span>5.981 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><<span class="elsevierStyleHsp" style=""></span>.001 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Total \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">7 (5–8) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">10 (10–12) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">−<span class="elsevierStyleHsp" style=""></span>6.934 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><<span class="elsevierStyleHsp" style=""></span>.001 \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab3709839.png" ] ] ] ] "descripcion" => array:1 [ "en" => "<p id="sp0015" class="elsevierStyleSimplePara elsevierViewall">Differences in scores within the group.</p>" ] ] 3 => array:8 [ "identificador" => "t0010" "etiqueta" => "Table 2" "tipo" => "MULTIMEDIATABLA" "mostrarFloat" => true "mostrarDisplay" => false "detalles" => array:1 [ 0 => array:3 [ "identificador" => "al0020" "detalle" => "Table " "rol" => "short" ] ] "tabla" => array:1 [ "tablatextoimagen" => array:1 [ 0 => array:2 [ "tabla" => array:1 [ 0 => """ <table border="0" frame="\n \t\t\t\t\tvoid\n \t\t\t\t" class=""><thead title="thead"><tr title="table-row"><th class="td-with-role" title="\n \t\t\t\t\ttable-head\n \t\t\t\t ; entry_with_role_rowgroup " rowspan="2" align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Variable</th><th class="td-with-role" title="\n \t\t\t\t\ttable-head\n \t\t\t\t ; entry_with_role_colgroup " colspan="2" align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Group</th><th class="td-with-role" title="\n \t\t\t\t\ttable-head\n \t\t\t\t ; entry_with_role_rowgroup " rowspan="2" align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black"><span class="elsevierStyleItalic">Z</span> value</th><th class="td-with-role" title="\n \t\t\t\t\ttable-head\n \t\t\t\t ; entry_with_role_rowgroup " rowspan="2" align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black"><span class="elsevierStyleItalic">p</span>-value*</th></tr><tr title="table-row"><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Study group \t\t\t\t\t\t\n \t\t\t\t\t\t</th><th class="td" title="\n \t\t\t\t\ttable-head\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t" scope="col" style="border-bottom: 2px solid black">Control group \t\t\t\t\t\t\n \t\t\t\t\t\t</th></tr></thead><tbody title="tbody"><tr title="table-row"><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">Recall - At the time of pre-test \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">4 (3–4) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">4 (3–4) \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">−<span class="elsevierStyleHsp" style=""></span>1.431 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t">.152 \t\t\t\t\t\t\n \t\t\t\t</td></tr><tr title="table-row"><td 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\t\t\t\t">−<span class="elsevierStyleHsp" style=""></span>9.533 \t\t\t\t\t\t\n \t\t\t\t</td><td class="td" title="\n \t\t\t\t\ttable-entry\n \t\t\t\t " align="" valign="\n \t\t\t\t\ttop\n \t\t\t\t"><<span class="elsevierStyleHsp" style=""></span>.001 \t\t\t\t\t\t\n \t\t\t\t</td></tr></tbody></table> """ ] "imagenFichero" => array:1 [ 0 => "xTab3709840.png" ] ] ] ] "descripcion" => array:1 [ "en" => "<p id="sp0020" class="elsevierStyleSimplePara elsevierViewall">Difference in scores between the study and control group.</p>" ] ] ] "bibliografia" => array:2 [ "titulo" => "References" "seccion" => array:1 [ 0 => array:2 [ "identificador" => "bs0005" "bibliografiaReferencia" => array:11 [ 0 => array:3 [ "identificador" => "bb0005" "etiqueta" => "1." 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Leucuta" ] ] ] ] ] "host" => array:1 [ 0 => array:2 [ "doi" => "10.3390/ejihpe10010038" "Revista" => array:7 [ "tituloSerie" => "Eur J Investig Health Psychol Educ" "fecha" => "2020" "volumen" => "10" "numero" => "1" "paginaInicial" => "530" "paginaFinal" => "543" "link" => array:1 [ 0 => array:2 [ "url" => "https://www.ncbi.nlm.nih.gov/pubmed/34542501" "web" => "Medline" ] ] ] ] ] ] ] ] 9 => array:3 [ "identificador" => "bb0050" "etiqueta" => "10." "referencia" => array:1 [ 0 => array:2 [ "contribucion" => array:1 [ 0 => array:2 [ "titulo" => "Use of concept mapping as a facilitative tool to promote learning in pharmacology" "autores" => array:1 [ 0 => array:2 [ "etal" => false "autores" => array:3 [ 0 => "F. Qadir" 1 => "T. Zehra" 2 => "I. 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Leucuta" ] ] ] ] ] "host" => array:1 [ 0 => array:2 [ "doi" => "10.3390/ejihpe10010038" "Revista" => array:7 [ "tituloSerie" => "Eur J Investig Health Psychol Educ" "fecha" => "2020" "volumen" => "10" "numero" => "1" "paginaInicial" => "530" "paginaFinal" => "543" "link" => array:1 [ 0 => array:2 [ "url" => "https://www.ncbi.nlm.nih.gov/pubmed/34542501" "web" => "Medline" ] ] ] ] ] ] ] ] ] ] ] ] "agradecimientos" => array:1 [ 0 => array:4 [ "identificador" => "xack785853" "titulo" => "Acknowledgements" "texto" => "<p id="p0095" class="elsevierStylePara elsevierViewall">I sincerely thank Dr. Nachiketh, Dr. John Stephen, Dr. Mangala Rao, and Dr. Pritesh of St Johns Medical College for their constant guidance and support throughout the research project. Contribution Details:</p><p id="p0100" class="elsevierStylePara elsevierViewall">VCS: Conceptualization, Methodology, Investigation, Literature search, Original draft Writing.</p><p id="p0105" class="elsevierStylePara elsevierViewall">RMV, VGD: Conceptualization, Writing – Review & editing, Supervision.</p><p id="p0110" class="elsevierStylePara elsevierViewall">All the authors have agreed to publish this manuscript.</p>" "vista" => "all" ] ] ] "idiomaDefecto" => "en" "url" => "/15751813/0000002600000001/v14_202410310833/S1575181324000950/v14_202410310833/en/main.assets" "Apartado" => array:4 [ "identificador" => "41661" "tipo" => "SECCION" "en" => array:2 [ "titulo" => "Originales" "idiomaDefecto" => true ] "idiomaDefecto" => "en" ] "PDF" => "https://static.elsevier.es/multimedia/15751813/0000002600000001/v14_202410310833/S1575181324000950/v14_202410310833/en/main.pdf?idApp=UINPBA00004N&text.app=https://www.elsevier.es/" "EPUB" => "https://multimedia.elsevier.es/PublicationsMultimediaV1/item/epub/S1575181324000950?idApp=UINPBA00004N" ]
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