Concept map analysis in the assessment of speech-language pathology students' learning in a problem-based learning curriculum: A longitudinal study.
The aim of this study was to track students' critical thinking performance longitudinally through concept map analysis in a problem-based learning (PBL) curriculum. Concept map analysis has been employed in the assessment of students' critical thinking in medical education. Little is known concernin...
| Published in: | Clinical Linguistics & Phonetics Vol. 28; no. 1/2; pp. 83 - 102 |
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| Main Authors: | , , |
| Format: | research tables/charts Journal Article |
| Published: |
Taylor & Francis Ltd
Jan2014
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104004932&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104004932 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02699206 B6X jtl: Clinical Linguistics & Phonetics issn: 02699206 maglogo: Y pubinfo: dt: Jan2014 vid: 28 iid: 1/2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 104004932 93718802 10.3109/02699206.2013.807880 NLM23837405 104004932 ppf: 83 ppct: 19 formats: fmt: @attributes: type: P tig: atl: Concept map analysis in the assessment of speech-language pathology students' learning in a problem-based learning curriculum: A longitudinal study. aug: au: Mok, Cecilia K. F. Whitehill, Tara L. Dodd, Barbara J. affil: The University of Queensland St Lucia Australia; The University of Hong Kong Hong Kong China sug: subj: Students, Speech-Language Pathology Problem-Based Learning Curriculum Student Performance Appraisal Concept Mapping Human Prospective Studies Critical Thinking Education, Speech-Language Pathology Hong Kong Quantitative Studies Male Female Adolescence Adult Descriptive Statistics Interrater Reliability Intrarater Reliability Spearman's Rank Correlation Coefficient Repeated Measures Analysis of Variance Post Hoc Analysis T-Tests Linear Regression Clinical Assessment Tools Scales Concept Analysis Adolescent: 13-18 years Adult: 19-44 years Male Female ab: The aim of this study was to track students' critical thinking performance longitudinally through concept map analysis in a problem-based learning (PBL) curriculum. Concept map analysis has been employed in the assessment of students' critical thinking in medical education. Little is known concerning concept mapping (CM) in speech-language pathology (SLP) education. In this quantitative study, students in a 4-year SLP education program ( N = 38) were followed until the completion of a fully-integrated PBL curriculum from Years 1 to 3. Students' concept maps were analyzed using a tool developed for this study, the Concept Map Assessment Profile (CMAP). There was an increase in concept map scores across the 3 years at the beginning of the academic year. The CM performance over the 3 years predicted 21.0% to 33.6% of variance in three measures of learning outcomes. The CMAP is a reliable measure, with strong inter-rater and intra-rater reliability ( r = 0.85 and r = 0.96, respectively). In addition to its use as an assessment tool, the CMAP might be used to facilitate students' learning as feedback concerning strengths and weaknesses in the development of critical thinking can be provided. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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