Evaluation of group concept mapping during advanced pharmacy practice experiences

Abstract

Background and purpose: Concept mapping is an active learning tool associated with meaningful learning. In the pharmacy education literature, most evaluations of concept mapping focused solely on students' perceptions of mapping without evaluating its effectiveness on students' ability to apply the information learned. This article describes an evaluation of the effectiveness of group concept mapping during advanced pharmacy practice experiences (APPEs) by evaluating both application of the knowledge gained and students' reflections on the process.

Educational activity and setting: Ambulatory care APPE students created group concept maps on pain management based on provided focus questions during a single session. Students completed pre-session and post-session tests comprised of the same multiple-choice questions that were derived from chapters on pain within licensure exam preparatory books. Additionally, students completed a survey after the group concept mapping session that assessed their thoughts on concept mapping.

Findings: Most students (92%) reported that concept mapping was an effective approach to learning, though there was not a statistically significant improvement in scores on the multiple-choice test. More than half (55%) of the students indicated the greatest gain in individual learning when actively discussing pain treatment related concepts amongst their group during concept map creation. Over 40% of students identified misconceptions related to pain management.

Summary: Using group concept mapping as a framework for discussions led to student integration of both concrete and abstract patient care concepts with individualized awareness of learning.

Keywords: Active learning; Concept mapping; Experiential education; Pharmacy education.