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Impact of Concept Mapping in Case-Based Learning Among Medical Students
Sponsor: University Tunis El Manar
Summary
This prospective randomized study aims to compare the impact of three Case-Based Learning (CBL) approaches on knowledge acquisition, knowledge retention, and clinical reasoning development among third-year medical students during their obstetrics and gynecology rotation. Participants are randomly assigned to one of three groups: CBL without concept mapping, CBL with a teacher-constructed concept map, or CBL with a concept map co-constructed by students during the learning session. Knowledge acquisition and retention are assessed using pre-tests, immediate post-tests, and delayed post-tests. Clinical reasoning and knowledge organization are evaluated using a synthesis exercise. The study seeks to determine whether concept mapping and the modality of its integration into CBL enhance learning outcomes and clinical reasoning skills in undergraduate medical education.
Official title: Impact of Concept Mapping and Its Integration Modality in Case-Based Learning on Knowledge Acquisition, Knowledge Retention, and Clinical Reasoning Development Among Third-Year Medical Students: A Prospective Randomized Study
Key Details
Gender
All
Age Range
18 Years - Any
Study Type
INTERVENTIONAL
Enrollment
26
Start Date
2026-02-01
Completion Date
2026-03-31
Last Updated
2026-06-11
Healthy Volunteers
Yes
Interventions
Case-Based Learning Without Concept Mapping
Participants receive a Case-Based Learning session without the use of concept mapping.
Teacher-Constructed Concept Mapping
Participants receive a Case-Based Learning session supplemented by a concept map designed and presented by the instructor.
Student Co-Constructed Concept Mapping
Participants receive a Case-Based Learning session supplemented by a concept map progressively developed by students under instructor supervision.
Locations (1)
Maternity and Neonatology Center of Tunis
Tunis, Tunisia