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.
Sadik, A. (2014). Teaching critical thinking to first-year medical students using concept mapping. In L. J. Shedletsky & J. S. Beaudry (Eds.), Cases on teaching critical thinking using visual representation strategies (pp. 197-222). Hershey, PA: IGI Global.
Reprinted with permission of the publisher. doi:10.4018/978-1-4666-5816-5.ch009