Assessment for Deeper Understanding using Concept Maps: Lessons Learned from Flipped Teaching of Pharmacology

Authors

Munder Zagaar
Weichao Chen

Publication Date

12-1-2022

Journal

Medical Science Educator

DOI

10.1007/s40670-022-01653-3

PMID

36532411

PMCID

PMC9755387

PubMedCentral® Posted Date

11-2-2022

PubMedCentral® Full Text Version

Post-print

Published Open-Access

yes

Keywords

Concept maps, Pharmacology, Physician assistant trainees, Assessment for learning, Flipped classroom

Abstract

To foster a deeper understanding of pharmacology concepts among physician assistant students, we integrated concept mapping into our flipped teaching to provide assessment for learning. Different mapping-based assessment strategies were adopted based on learner feedback, including in-person collaborative mapping, an individual computerized mapping-based quiz with automated feedback, and a collaborative computerized mapping-based quiz enhanced by the jigsaw strategy. Each mapping activity also leveraged the strength of a specific technology platform. Based on the findings from comparing learner ratings of these mapping activities and thematic analysis of learner feedback, we engaged in critical reflection and share our lessons learned.