Capturing the Integration of Practice-Based Learning with Beliefs, Values, and Attitudes using Modified Concept Mapping
Practice-based learning integrates the cognitive, psychomotor, and affective domains and is influenced by students’ beliefs, values, and attitudes. Concept mapping has been shown to effectively demonstrate students’ changing concepts and knowledge structures. This article discusses how concept mappi...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2016-01-01
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| Series: | Journal of Medical Education and Curricular Development |
| Online Access: | https://doi.org/10.4137/JMECD.S30079 |
| _version_ | 1819173465180078080 |
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| author | Susan Mcnaughton Mark Barrow Warwick Bagg Stanley Frielick |
| author_facet | Susan Mcnaughton Mark Barrow Warwick Bagg Stanley Frielick |
| author_sort | Susan Mcnaughton |
| collection | DOAJ |
| description | Practice-based learning integrates the cognitive, psychomotor, and affective domains and is influenced by students’ beliefs, values, and attitudes. Concept mapping has been shown to effectively demonstrate students’ changing concepts and knowledge structures. This article discusses how concept mapping was modified to capture students’ perceptions of the connections between the domains of thinking and knowing, emotions, behavior, attitudes, values, and beliefs and the specific experiences related to these, over a period of eight months of practice-based clinical learning. The findings demonstrate that while some limitations exist, modified concept mapping is a manageable way to gather rich data about students’ perceptions of their clinical practice experiences. These findings also highlight the strong integrating influence of beliefs and values on other areas of practice, suggesting that these need to be attended to as part of a student's educational program. |
| first_indexed | 2024-12-22T20:23:30Z |
| format | Article |
| id | doaj.art-ba52deb5e7264a159ede0f9b6610757e |
| institution | Directory Open Access Journal |
| issn | 2382-1205 |
| language | English |
| last_indexed | 2024-12-22T20:23:30Z |
| publishDate | 2016-01-01 |
| publisher | SAGE Publishing |
| record_format | Article |
| series | Journal of Medical Education and Curricular Development |
| spelling | doaj.art-ba52deb5e7264a159ede0f9b6610757e2022-12-21T18:13:47ZengSAGE PublishingJournal of Medical Education and Curricular Development2382-12052016-01-01310.4137/JMECD.S30079Capturing the Integration of Practice-Based Learning with Beliefs, Values, and Attitudes using Modified Concept MappingSusan Mcnaughton0Mark Barrow1Warwick Bagg2Stanley Frielick3Auckland University of Technology, Auckland, New Zealand.Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand.Head of the Medical Programme, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand.Centre for Learning and Teaching, Auckland University of Technology, Auckland, New Zealand.Practice-based learning integrates the cognitive, psychomotor, and affective domains and is influenced by students’ beliefs, values, and attitudes. Concept mapping has been shown to effectively demonstrate students’ changing concepts and knowledge structures. This article discusses how concept mapping was modified to capture students’ perceptions of the connections between the domains of thinking and knowing, emotions, behavior, attitudes, values, and beliefs and the specific experiences related to these, over a period of eight months of practice-based clinical learning. The findings demonstrate that while some limitations exist, modified concept mapping is a manageable way to gather rich data about students’ perceptions of their clinical practice experiences. These findings also highlight the strong integrating influence of beliefs and values on other areas of practice, suggesting that these need to be attended to as part of a student's educational program.https://doi.org/10.4137/JMECD.S30079 |
| spellingShingle | Susan Mcnaughton Mark Barrow Warwick Bagg Stanley Frielick Capturing the Integration of Practice-Based Learning with Beliefs, Values, and Attitudes using Modified Concept Mapping Journal of Medical Education and Curricular Development |
| title | Capturing the Integration of Practice-Based Learning with Beliefs, Values, and Attitudes using Modified Concept Mapping |
| title_full | Capturing the Integration of Practice-Based Learning with Beliefs, Values, and Attitudes using Modified Concept Mapping |
| title_fullStr | Capturing the Integration of Practice-Based Learning with Beliefs, Values, and Attitudes using Modified Concept Mapping |
| title_full_unstemmed | Capturing the Integration of Practice-Based Learning with Beliefs, Values, and Attitudes using Modified Concept Mapping |
| title_short | Capturing the Integration of Practice-Based Learning with Beliefs, Values, and Attitudes using Modified Concept Mapping |
| title_sort | capturing the integration of practice based learning with beliefs values and attitudes using modified concept mapping |
| url | https://doi.org/10.4137/JMECD.S30079 |
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