Effectiveness of Concept Maps in the Teaching-Learning Process of Cerebrovascular Diseases
Keywords:
teaching-learning process, concept maps, cerebrovascular diseases, meaningful learningAbstract
Introduction: Currently, universities worldwide are undergoing transformations in their educational systems, and the central axis that structures the educational process is focused on promoting meaningful student learning.
Objective: To evaluate the effectiveness of concept maps in the teaching-learning process of cerebrovascular diseases.
Methods: A quasi-experimental evaluation study was conducted on the effectiveness of concept maps used in the teaching-learning process of cerebrovascular diseases in the third-year medical school students at Lucía Íñiguez Landín Clinical-Surgical Hospital in Holguín, during the 2018-2019 academic year. Both groups were administered a validated instrument to measure acquired knowledge and its stability (Cronbach's α = 0.778), and Likert-type scale to measure attitude (Cronbach's α = 0.727). To assess differences between groups, the Student t test was used, with over 200 degrees of freedom and a significance level of 0.01 (1% error).
Results: The experimental group achieved higher average score than the control group (with statistical significance) on all exam results, with greater stability of the acquired knowledge. Students' attitudes toward the teaching-learning process of cerebrovascular diseases were favorable.
Conclusions: Concept maps were effective tools for meaningful learning of cerebrovascular diseases.
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Copyright (c) 2025 Ana Margarita Manso López, Elbert José Garrido Tapia
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