The association between quality of connections and diagnostic accuracy in student-generated concept maps for clinical reasoning education with virtual patients

Objectives: Concept maps are a learning tool that fosters clinical reasoning skills in healthcare education. They can be developed by students in combination with virtual patients to create a visual representation of the clinical reasoning process while solving a case. However, in order to optimize...
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Autor*in:	Kononowicz, Andrzej A. [verfasserIn] Torre, Dario [verfasserIn] Górski, Stanisław [verfasserIn] Nowakowski, Michał [verfasserIn] Hege, Inga [verfasserIn]

Format:	E-Artikel
Sprache:	Deutsch ; Englisch

Erschienen:	2023

Schlagwörter:	computer-assisted instruction virtual patients concept maps clinical reasoning

Übergeordnetes Werk:	In: GMS Journal for Medical Education - German Medical Science GMS Publishing House, 2016, 40(2023), 5, p Doc61
Übergeordnetes Werk:	volume:40 ; year:2023 ; number:5, p Doc61

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.3205/zma001643

Katalog-ID:	DOAJ095177051

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245	1	4	\|a The association between quality of connections and diagnostic accuracy in student-generated concept maps for clinical reasoning education with virtual patients
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520			\|a Objectives: Concept maps are a learning tool that fosters clinical reasoning skills in healthcare education. They can be developed by students in combination with virtual patients to create a visual representation of the clinical reasoning process while solving a case. However, in order to optimize feedback, there is a need to better understand the role of connections between concepts in student-generated maps. Therefore, in this study we investigated whether the quality of these connections is indicative of diagnostic accuracy.Methods: We analyzed 40 concept maps created by fifth-year medical students in the context of four virtual patients with commonly encountered diagnoses. Half of the maps were created by students who made a correct diagnosis on the first attempt; the other half were created by students who made an error in their first diagnosis. The connections in the maps were rated by two reviewers using a relational scoring system. Analysis of covariance was employed to examine the difference in mean connection scores among groups while controlling for the number of connections.Results: There were no differences between the groups in the number of concepts or connections in the maps; however, maps made by students who made a correct first diagnosis had higher scores for the quality of connections than those created by students who made an incorrect first diagnosis (12.13 vs 9.09; p=0.03). We also observed students’ general reluctance to use connections in their concept maps.Conclusion: Our results suggest that the quality, not the quantity, of connections in concept maps is indicative of their diagnostic accuracy.
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allfields	10.3205/zma001643 doi (DE-627)DOAJ095177051 (DE-599)DOAJ3daccd2709af4dfd980b32a9cb9a9b82 DE-627 ger DE-627 rakwb ger eng LC8-6691 Kononowicz, Andrzej A. verfasserin aut The association between quality of connections and diagnostic accuracy in student-generated concept maps for clinical reasoning education with virtual patients 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Objectives: Concept maps are a learning tool that fosters clinical reasoning skills in healthcare education. They can be developed by students in combination with virtual patients to create a visual representation of the clinical reasoning process while solving a case. However, in order to optimize feedback, there is a need to better understand the role of connections between concepts in student-generated maps. Therefore, in this study we investigated whether the quality of these connections is indicative of diagnostic accuracy.Methods: We analyzed 40 concept maps created by fifth-year medical students in the context of four virtual patients with commonly encountered diagnoses. Half of the maps were created by students who made a correct diagnosis on the first attempt; the other half were created by students who made an error in their first diagnosis. The connections in the maps were rated by two reviewers using a relational scoring system. Analysis of covariance was employed to examine the difference in mean connection scores among groups while controlling for the number of connections.Results: There were no differences between the groups in the number of concepts or connections in the maps; however, maps made by students who made a correct first diagnosis had higher scores for the quality of connections than those created by students who made an incorrect first diagnosis (12.13 vs 9.09; p=0.03). We also observed students’ general reluctance to use connections in their concept maps.Conclusion: Our results suggest that the quality, not the quantity, of connections in concept maps is indicative of their diagnostic accuracy. computer-assisted instruction virtual patients concept maps clinical reasoning Special aspects of education Medicine R Torre, Dario verfasserin aut Górski, Stanisław verfasserin aut Nowakowski, Michał verfasserin aut Hege, Inga verfasserin aut In GMS Journal for Medical Education German Medical Science GMS Publishing House, 2016 40(2023), 5, p Doc61 (DE-627)84763275X (DE-600)2846903-3 23665017 nnns volume:40 year:2023 number:5, p Doc61 https://doi.org/10.3205/zma001643 kostenfrei https://doaj.org/article/3daccd2709af4dfd980b32a9cb9a9b82 kostenfrei http://www.egms.de/static/en/journals/zma/2023-40/zma001643.shtml kostenfrei https://doaj.org/toc/2366-5017 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_34 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_375 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2018 GBV_ILN_2034 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 40 2023 5, p Doc61
spelling	10.3205/zma001643 doi (DE-627)DOAJ095177051 (DE-599)DOAJ3daccd2709af4dfd980b32a9cb9a9b82 DE-627 ger DE-627 rakwb ger eng LC8-6691 Kononowicz, Andrzej A. verfasserin aut The association between quality of connections and diagnostic accuracy in student-generated concept maps for clinical reasoning education with virtual patients 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Objectives: Concept maps are a learning tool that fosters clinical reasoning skills in healthcare education. They can be developed by students in combination with virtual patients to create a visual representation of the clinical reasoning process while solving a case. However, in order to optimize feedback, there is a need to better understand the role of connections between concepts in student-generated maps. Therefore, in this study we investigated whether the quality of these connections is indicative of diagnostic accuracy.Methods: We analyzed 40 concept maps created by fifth-year medical students in the context of four virtual patients with commonly encountered diagnoses. Half of the maps were created by students who made a correct diagnosis on the first attempt; the other half were created by students who made an error in their first diagnosis. The connections in the maps were rated by two reviewers using a relational scoring system. Analysis of covariance was employed to examine the difference in mean connection scores among groups while controlling for the number of connections.Results: There were no differences between the groups in the number of concepts or connections in the maps; however, maps made by students who made a correct first diagnosis had higher scores for the quality of connections than those created by students who made an incorrect first diagnosis (12.13 vs 9.09; p=0.03). We also observed students’ general reluctance to use connections in their concept maps.Conclusion: Our results suggest that the quality, not the quantity, of connections in concept maps is indicative of their diagnostic accuracy. computer-assisted instruction virtual patients concept maps clinical reasoning Special aspects of education Medicine R Torre, Dario verfasserin aut Górski, Stanisław verfasserin aut Nowakowski, Michał verfasserin aut Hege, Inga verfasserin aut In GMS Journal for Medical Education German Medical Science GMS Publishing House, 2016 40(2023), 5, p Doc61 (DE-627)84763275X (DE-600)2846903-3 23665017 nnns volume:40 year:2023 number:5, p Doc61 https://doi.org/10.3205/zma001643 kostenfrei https://doaj.org/article/3daccd2709af4dfd980b32a9cb9a9b82 kostenfrei http://www.egms.de/static/en/journals/zma/2023-40/zma001643.shtml kostenfrei https://doaj.org/toc/2366-5017 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_34 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_375 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2018 GBV_ILN_2034 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 40 2023 5, p Doc61
allfields_unstemmed	10.3205/zma001643 doi (DE-627)DOAJ095177051 (DE-599)DOAJ3daccd2709af4dfd980b32a9cb9a9b82 DE-627 ger DE-627 rakwb ger eng LC8-6691 Kononowicz, Andrzej A. verfasserin aut The association between quality of connections and diagnostic accuracy in student-generated concept maps for clinical reasoning education with virtual patients 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Objectives: Concept maps are a learning tool that fosters clinical reasoning skills in healthcare education. They can be developed by students in combination with virtual patients to create a visual representation of the clinical reasoning process while solving a case. However, in order to optimize feedback, there is a need to better understand the role of connections between concepts in student-generated maps. Therefore, in this study we investigated whether the quality of these connections is indicative of diagnostic accuracy.Methods: We analyzed 40 concept maps created by fifth-year medical students in the context of four virtual patients with commonly encountered diagnoses. Half of the maps were created by students who made a correct diagnosis on the first attempt; the other half were created by students who made an error in their first diagnosis. The connections in the maps were rated by two reviewers using a relational scoring system. Analysis of covariance was employed to examine the difference in mean connection scores among groups while controlling for the number of connections.Results: There were no differences between the groups in the number of concepts or connections in the maps; however, maps made by students who made a correct first diagnosis had higher scores for the quality of connections than those created by students who made an incorrect first diagnosis (12.13 vs 9.09; p=0.03). We also observed students’ general reluctance to use connections in their concept maps.Conclusion: Our results suggest that the quality, not the quantity, of connections in concept maps is indicative of their diagnostic accuracy. computer-assisted instruction virtual patients concept maps clinical reasoning Special aspects of education Medicine R Torre, Dario verfasserin aut Górski, Stanisław verfasserin aut Nowakowski, Michał verfasserin aut Hege, Inga verfasserin aut In GMS Journal for Medical Education German Medical Science GMS Publishing House, 2016 40(2023), 5, p Doc61 (DE-627)84763275X (DE-600)2846903-3 23665017 nnns volume:40 year:2023 number:5, p Doc61 https://doi.org/10.3205/zma001643 kostenfrei https://doaj.org/article/3daccd2709af4dfd980b32a9cb9a9b82 kostenfrei http://www.egms.de/static/en/journals/zma/2023-40/zma001643.shtml kostenfrei https://doaj.org/toc/2366-5017 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_34 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_375 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2018 GBV_ILN_2034 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 40 2023 5, p Doc61
allfieldsGer	10.3205/zma001643 doi (DE-627)DOAJ095177051 (DE-599)DOAJ3daccd2709af4dfd980b32a9cb9a9b82 DE-627 ger DE-627 rakwb ger eng LC8-6691 Kononowicz, Andrzej A. verfasserin aut The association between quality of connections and diagnostic accuracy in student-generated concept maps for clinical reasoning education with virtual patients 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Objectives: Concept maps are a learning tool that fosters clinical reasoning skills in healthcare education. They can be developed by students in combination with virtual patients to create a visual representation of the clinical reasoning process while solving a case. However, in order to optimize feedback, there is a need to better understand the role of connections between concepts in student-generated maps. Therefore, in this study we investigated whether the quality of these connections is indicative of diagnostic accuracy.Methods: We analyzed 40 concept maps created by fifth-year medical students in the context of four virtual patients with commonly encountered diagnoses. Half of the maps were created by students who made a correct diagnosis on the first attempt; the other half were created by students who made an error in their first diagnosis. The connections in the maps were rated by two reviewers using a relational scoring system. Analysis of covariance was employed to examine the difference in mean connection scores among groups while controlling for the number of connections.Results: There were no differences between the groups in the number of concepts or connections in the maps; however, maps made by students who made a correct first diagnosis had higher scores for the quality of connections than those created by students who made an incorrect first diagnosis (12.13 vs 9.09; p=0.03). We also observed students’ general reluctance to use connections in their concept maps.Conclusion: Our results suggest that the quality, not the quantity, of connections in concept maps is indicative of their diagnostic accuracy. computer-assisted instruction virtual patients concept maps clinical reasoning Special aspects of education Medicine R Torre, Dario verfasserin aut Górski, Stanisław verfasserin aut Nowakowski, Michał verfasserin aut Hege, Inga verfasserin aut In GMS Journal for Medical Education German Medical Science GMS Publishing House, 2016 40(2023), 5, p Doc61 (DE-627)84763275X (DE-600)2846903-3 23665017 nnns volume:40 year:2023 number:5, p Doc61 https://doi.org/10.3205/zma001643 kostenfrei https://doaj.org/article/3daccd2709af4dfd980b32a9cb9a9b82 kostenfrei http://www.egms.de/static/en/journals/zma/2023-40/zma001643.shtml kostenfrei https://doaj.org/toc/2366-5017 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_34 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_375 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2018 GBV_ILN_2034 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 40 2023 5, p Doc61
allfieldsSound	10.3205/zma001643 doi (DE-627)DOAJ095177051 (DE-599)DOAJ3daccd2709af4dfd980b32a9cb9a9b82 DE-627 ger DE-627 rakwb ger eng LC8-6691 Kononowicz, Andrzej A. verfasserin aut The association between quality of connections and diagnostic accuracy in student-generated concept maps for clinical reasoning education with virtual patients 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Objectives: Concept maps are a learning tool that fosters clinical reasoning skills in healthcare education. They can be developed by students in combination with virtual patients to create a visual representation of the clinical reasoning process while solving a case. However, in order to optimize feedback, there is a need to better understand the role of connections between concepts in student-generated maps. Therefore, in this study we investigated whether the quality of these connections is indicative of diagnostic accuracy.Methods: We analyzed 40 concept maps created by fifth-year medical students in the context of four virtual patients with commonly encountered diagnoses. Half of the maps were created by students who made a correct diagnosis on the first attempt; the other half were created by students who made an error in their first diagnosis. The connections in the maps were rated by two reviewers using a relational scoring system. Analysis of covariance was employed to examine the difference in mean connection scores among groups while controlling for the number of connections.Results: There were no differences between the groups in the number of concepts or connections in the maps; however, maps made by students who made a correct first diagnosis had higher scores for the quality of connections than those created by students who made an incorrect first diagnosis (12.13 vs 9.09; p=0.03). We also observed students’ general reluctance to use connections in their concept maps.Conclusion: Our results suggest that the quality, not the quantity, of connections in concept maps is indicative of their diagnostic accuracy. computer-assisted instruction virtual patients concept maps clinical reasoning Special aspects of education Medicine R Torre, Dario verfasserin aut Górski, Stanisław verfasserin aut Nowakowski, Michał verfasserin aut Hege, Inga verfasserin aut In GMS Journal for Medical Education German Medical Science GMS Publishing House, 2016 40(2023), 5, p Doc61 (DE-627)84763275X (DE-600)2846903-3 23665017 nnns volume:40 year:2023 number:5, p Doc61 https://doi.org/10.3205/zma001643 kostenfrei https://doaj.org/article/3daccd2709af4dfd980b32a9cb9a9b82 kostenfrei http://www.egms.de/static/en/journals/zma/2023-40/zma001643.shtml kostenfrei https://doaj.org/toc/2366-5017 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_34 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_375 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2018 GBV_ILN_2034 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 40 2023 5, p Doc61
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callnumber-first	L - Education
author	Kononowicz, Andrzej A.
spellingShingle	Kononowicz, Andrzej A. misc LC8-6691 misc computer-assisted instruction misc virtual patients misc concept maps misc clinical reasoning misc Special aspects of education misc Medicine misc R The association between quality of connections and diagnostic accuracy in student-generated concept maps for clinical reasoning education with virtual patients
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topic_title	LC8-6691 The association between quality of connections and diagnostic accuracy in student-generated concept maps for clinical reasoning education with virtual patients computer-assisted instruction virtual patients concept maps clinical reasoning
topic	misc LC8-6691 misc computer-assisted instruction misc virtual patients misc concept maps misc clinical reasoning misc Special aspects of education misc Medicine misc R
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title	The association between quality of connections and diagnostic accuracy in student-generated concept maps for clinical reasoning education with virtual patients
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title_sort	association between quality of connections and diagnostic accuracy in student-generated concept maps for clinical reasoning education with virtual patients
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title_auth	The association between quality of connections and diagnostic accuracy in student-generated concept maps for clinical reasoning education with virtual patients
abstract	Objectives: Concept maps are a learning tool that fosters clinical reasoning skills in healthcare education. They can be developed by students in combination with virtual patients to create a visual representation of the clinical reasoning process while solving a case. However, in order to optimize feedback, there is a need to better understand the role of connections between concepts in student-generated maps. Therefore, in this study we investigated whether the quality of these connections is indicative of diagnostic accuracy.Methods: We analyzed 40 concept maps created by fifth-year medical students in the context of four virtual patients with commonly encountered diagnoses. Half of the maps were created by students who made a correct diagnosis on the first attempt; the other half were created by students who made an error in their first diagnosis. The connections in the maps were rated by two reviewers using a relational scoring system. Analysis of covariance was employed to examine the difference in mean connection scores among groups while controlling for the number of connections.Results: There were no differences between the groups in the number of concepts or connections in the maps; however, maps made by students who made a correct first diagnosis had higher scores for the quality of connections than those created by students who made an incorrect first diagnosis (12.13 vs 9.09; p=0.03). We also observed students’ general reluctance to use connections in their concept maps.Conclusion: Our results suggest that the quality, not the quantity, of connections in concept maps is indicative of their diagnostic accuracy.
abstractGer	Objectives: Concept maps are a learning tool that fosters clinical reasoning skills in healthcare education. They can be developed by students in combination with virtual patients to create a visual representation of the clinical reasoning process while solving a case. However, in order to optimize feedback, there is a need to better understand the role of connections between concepts in student-generated maps. Therefore, in this study we investigated whether the quality of these connections is indicative of diagnostic accuracy.Methods: We analyzed 40 concept maps created by fifth-year medical students in the context of four virtual patients with commonly encountered diagnoses. Half of the maps were created by students who made a correct diagnosis on the first attempt; the other half were created by students who made an error in their first diagnosis. The connections in the maps were rated by two reviewers using a relational scoring system. Analysis of covariance was employed to examine the difference in mean connection scores among groups while controlling for the number of connections.Results: There were no differences between the groups in the number of concepts or connections in the maps; however, maps made by students who made a correct first diagnosis had higher scores for the quality of connections than those created by students who made an incorrect first diagnosis (12.13 vs 9.09; p=0.03). We also observed students’ general reluctance to use connections in their concept maps.Conclusion: Our results suggest that the quality, not the quantity, of connections in concept maps is indicative of their diagnostic accuracy.
abstract_unstemmed	Objectives: Concept maps are a learning tool that fosters clinical reasoning skills in healthcare education. They can be developed by students in combination with virtual patients to create a visual representation of the clinical reasoning process while solving a case. However, in order to optimize feedback, there is a need to better understand the role of connections between concepts in student-generated maps. Therefore, in this study we investigated whether the quality of these connections is indicative of diagnostic accuracy.Methods: We analyzed 40 concept maps created by fifth-year medical students in the context of four virtual patients with commonly encountered diagnoses. Half of the maps were created by students who made a correct diagnosis on the first attempt; the other half were created by students who made an error in their first diagnosis. The connections in the maps were rated by two reviewers using a relational scoring system. Analysis of covariance was employed to examine the difference in mean connection scores among groups while controlling for the number of connections.Results: There were no differences between the groups in the number of concepts or connections in the maps; however, maps made by students who made a correct first diagnosis had higher scores for the quality of connections than those created by students who made an incorrect first diagnosis (12.13 vs 9.09; p=0.03). We also observed students’ general reluctance to use connections in their concept maps.Conclusion: Our results suggest that the quality, not the quantity, of connections in concept maps is indicative of their diagnostic accuracy.
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title_short	The association between quality of connections and diagnostic accuracy in student-generated concept maps for clinical reasoning education with virtual patients
url	https://doi.org/10.3205/zma001643 https://doaj.org/article/3daccd2709af4dfd980b32a9cb9a9b82 http://www.egms.de/static/en/journals/zma/2023-40/zma001643.shtml https://doaj.org/toc/2366-5017
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up_date	2024-07-04T02:12:06.798Z
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Analysis of covariance was employed to examine the difference in mean connection scores among groups while controlling for the number of connections.Results: There were no differences between the groups in the number of concepts or connections in the maps; however, maps made by students who made a correct first diagnosis had higher scores for the quality of connections than those created by students who made an incorrect first diagnosis (12.13 vs 9.09; p=0.03). 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The association between quality of connections and diagnostic accuracy in student-generated concept maps for clinical reasoning education with virtual patients

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