Abstract

Background: Concept mapping is a proven technique in problem-based learning in many disciplines. This process of making concept maps is widely used along with other teaching methodologies to enhance knowledge with detailed cross-linkage between descriptive knowledge and procedural knowledge. This ultimately leads to enhanced clinical reasoning and decision-making.

Aims and Objectives: The primary goal was introduced concept mapping to enhance meaningful learning and deeper understanding in the second professional MBBS for teaching pharmacology. The aim was to take feedback from the students and faculty regarding this new teaching strategy.

Materials and Methods: Faculty and students were sensitized with tool of concept mapping. An interactive session was held followed by random division into five small groups and development of concept maps. The faculty members worked with these small groups as facilitators for this session and helped students in the process. After the session on concept mapping, the feedback was taken from students and faculty on the respective feedback pro forma and evaluated.

Results: A total of 104 feedback forms were received. About 84.79% of students had positive perception toward the use of concept mapping as teaching strategy. More than three-fourth of students agreed to use this strategy in future classes. However, some raised an issue of time constraint. On an average, 90% of faculty had positive perception toward the use of this strategy. Most of the faculty members raised the concern about lack of time to be devoted to this methodology.

Conclusions: The results of this study conclude that concept mapping can be used in teaching pharmacology and can enhance meaningful learning and clinical reasoning.

Key words: Concept Mapping; Perception; Pharmacology; Teaching-Learning Method