Critical Thinking in Pathology: A Role for Concept Mapping Assessment?
Vikas Mehta, Jodi J Speiser, Patricia McNally, Yanxia Li, Guliz A Barkan. Loyola University Medical Center, Maywood, IL; Loyola University Medical Center, Maywood
Background: Tools to assess the evolving conceptual framework of pathologists-in-training are limited, despite their critical importance to their evolving diagnostic expertise. Concept maps (CM) are visual learning tools that demonstrate how information is related. Concept mapping assessment (CMA) enables teachers to view students' organization of their knowledge at various points in training.
Design: A group of 16 resident pathologists (4 residents each in PGY I-IV) from a university-based pathology training program underwent CM training, completed an education course on prostate pathology and then drew a postinstruction CM. All the residents were given a postinstructional quiz. The quiz as well as the CMs prepared by residents were scored. The CMs were scored based on level of hierarchy (score 0-2), concept links (0-2) and cross links (0-2). Scores for each component were added together to produce a total structural score for each map, giving score between 0 (minimum) and 6 (maximum).
Results: The quiz score of the residents ranged from 40-67% (average =54%; PGYI 48%; PGYII 51%; PGYIII 54% and PGYIV 65%). The scores ranged from 3 to 6 with an average of 4.1 for all years (PGYI 3.2; PGYII 3.7%; PGYIII 4.2% and PGY IV 5.5%). There was no significant difference between the average quiz score of first, second and third year residents despite more training and experience of senior residents. The PGY IV residents however had better scores both in CMs as well as in quiz. The CM scores on the other hand increased gradually from first to fourth years. When both types of scores (quiz and CM) were plotted, a correlation between high CM scores with high quiz score was evident.
Conclusions: Our data provides preliminary evidence that CMA reflects expected differences and change in the conceptual framework of resident pathologists-in training based on PGY level. It was concluded that making CMs promoted meaningful learning that allowed the PGY I residents to get comparable scores to PGY II and PGY III residents, despite their relative lack of pathology experience. This study signifies the usefulness of role of concept mapping in education of pathologists-in training.
Monday, March 19, 2012 9:30 AM
Poster Session I Stowell-Orbison/Surgical Pathology/Autopsy Awards Poster Session # 88, Monday Morning