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Combining case studies and concept maps within a single assignment creates a powerful teaching tool for physiology
Author(s) -
Watson Cheryl L
Publication year - 2013
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.27.1_supplement.739.11
Subject(s) - confusion , construct (python library) , grading (engineering) , computer science , concept map , mathematics education , ask price , data science , psychology , biology , ecology , economy , psychoanalysis , economics , programming language
Case studies provide an opportunity for students to apply the principles they learn during a physiology course. Similarly, concept maps are an excellent construct for training students to think causally and mechanistically. Concept maps train students to think as physiologists. While both pedagogical techniques are excellent, they are even more powerful when combined. Course management using these techniques requires that a case study involving normal physiology be provided with each unit. The student assignment is to “solve” the case study using a concept map format. This requires students to 1) identify mechanisms in order of occurrence 2) indicate causality 3) indicate feedback mechanisms 4) identify concurrent physiological mechanisms. Using these techniques students learn physiology and simultaneously learn to ask higher level questions as they create mechanistic maps. Grading these assignments, an instructor can easily identify misunderstandings or confusion. Unlike essays, concept maps do not allow obfuscation, and errors are apparent. After twelve years of using this technique, I've found that students retain their maps and use them for study in health care professional schools.