Abstract
The purpose of this study was to examine knowledge mapping as an educational tool to improve comprehension in two modules of a therapeutics course. Two groups of students attended either the gastrointestinal or cardiovascular modules taught with traditional outlines. After testing, they crossed over to the opposite module which was taught with knowledge maps. This module was followed by an examination testing identical concepts as the previous groups. Students also completed a Likert-scale questionnaire to assess their attitude toward knowledge mapping. The mean score on the gastrointestinal exam increased from 80.2 to 84.7 (P
| Original language | English |
|---|---|
| Pages (from-to) | 56-59 |
| Number of pages | 4 |
| Journal | American Journal of Pharmaceutical Education |
| Volume | 60 |
| Issue number | 1 |
| State | Published - 1996 |
| Externally published | Yes |
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All Science Journal Classification (ASJC) codes
- Pharmacology
- Education
Cite this
Knowledge maps improve comprehension in therapeutics. / Gardner, Stephanie F.; Monaghan, Michael S.; Peel, Jennifer.
In: American Journal of Pharmaceutical Education, Vol. 60, No. 1, 1996, p. 56-59.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Knowledge maps improve comprehension in therapeutics
AU - Gardner, Stephanie F.
AU - Monaghan, Michael S.
AU - Peel, Jennifer
PY - 1996
Y1 - 1996
N2 - The purpose of this study was to examine knowledge mapping as an educational tool to improve comprehension in two modules of a therapeutics course. Two groups of students attended either the gastrointestinal or cardiovascular modules taught with traditional outlines. After testing, they crossed over to the opposite module which was taught with knowledge maps. This module was followed by an examination testing identical concepts as the previous groups. Students also completed a Likert-scale questionnaire to assess their attitude toward knowledge mapping. The mean score on the gastrointestinal exam increased from 80.2 to 84.7 (P
AB - The purpose of this study was to examine knowledge mapping as an educational tool to improve comprehension in two modules of a therapeutics course. Two groups of students attended either the gastrointestinal or cardiovascular modules taught with traditional outlines. After testing, they crossed over to the opposite module which was taught with knowledge maps. This module was followed by an examination testing identical concepts as the previous groups. Students also completed a Likert-scale questionnaire to assess their attitude toward knowledge mapping. The mean score on the gastrointestinal exam increased from 80.2 to 84.7 (P
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UR - http://www.scopus.com/inward/citedby.url?scp=0007596118&partnerID=8YFLogxK
M3 - Article
VL - 60
SP - 56
EP - 59
JO - American Journal of Pharmaceutical Education
JF - American Journal of Pharmaceutical Education
SN - 0002-9459
IS - 1
ER -