M. F. Amendola1, B. Kaplan1 1Virginia Commonwealth University,Richmond, VA, USA
Introduction:
Mind mapping[1] is a free response exercise that allows learners to express thoughts and impressions around a central topic. Concept mapping[2] is a diagram that depicts suggested relationships between established concepts. No studies to date have described the use of “mind mapping” coupled with “concept mapping” to capture learners’ perceptions of an educational program.
Methods:
An educational program covering clinical ethics and implications in surgical practice (core case studies in concepts of autonomy, justice, non-maleficence, beneficence, and integrity) was given to all first-year residents as part of an “intern boot camp.” Prior to the program an example of a concept map was explained. An anonymous paper based pre-program mind mapping exercise was then conducted with the central the topic “clinical ethics.” After the program, each learner was then asked to complete a post-program concept map with the central topic of “surgical ethics.” Maps were examined and matched based on handwriting to allow for a pair-wise comparison. Primary and secondary levels of complexity as well as total words used were collected.
Results:
A total of 22 mind maps were collected. Using a paired t-test for each learner there was no significant difference between primary and secondary levels of complexity nor total words used. Five or 22.7% of the learners were from our home institution and show significant difference in the same response variables. Most (19 of 22 or 86%) of the learners had a previous ethics educational program; when factoring this factor into pair-wise analysis of the subsequent concept maps, these learners has a significant mean total numbers of words utilized (p=0.004). Of note when learners stated they had not had previous exposure to ethics educational program, none of them utilized a secondary level of complexity in their concept maps. Of the five core concepts in ethics listed in the educational program, “autonomy” was found in most all the pre-program mind maps (14 of the 22 mind maps or 63%). After the program, most the learners (15 of 22 or 68%) mentioned a concrete surgical practice of informed consent (that is centered in autonomy) instead of repeating the previously mentioned abstract concept of “autonomy.”
Conclusions:
With this novel sampling if learners reported the abstract pre-program concept of autonomy, they were more likely to subsequently answered with the concrete procedure of “informed consent.” These data should encourage other surgical educators about the possibility of using this pairing of pre-program mind mapping with post-program concept mapping to understand learners’ perceptions.
[1] Buzan, T., Buzan B. (1996). The Mind Map® book. New York: Penguin Group.
[2] Peter J. Hager, Nancy C. Corbin. Designing & Delivering: Scientific, Technical, and Managerial Presentations, 1997, 163.