Concept Map as a Reinforcement and Assessment Tool in Biochemistry for First Year Medical Students

Availability of vast amounts of information in medical education requires one to learn how to deal with it so that the information is actually usable and applicable when providing care to patients. In the process to train a medical student to face these challenges, it is proposed that concept maps are effective in fostering meaningful learning, help assessing learning, promote curriculum development, help develop instructional strategy as well as help in teaching specific content. Thus the aim of the study was to implement concept map right from day 1 of starting biochemistry for first-year MBBS students of 2016–2017 batch and evaluate the significance of concept map as a reinforcement and assessment tool for biochemistry knowledge.

One hundred and seventy first-year MBBS students of 2016–2017 batch studying at Kamineni Institute of Medical Sciences, Nalgonda, participated in the study. Topics for concept map were selected from didactic lectures covered and a total of 15 topics were selected. The concept maps were evaluated by the faculty members and graded based on various aspects. Feedback regarding the perception was collected from both students as well as faculty.

Seventy-seven percent students admitted concept map guided them to understand the topic in depth; 71% admitted concept map exercises helped them to realise the significance of drawing a relevant diagram in answering a question; 72.9% agreed that concept map acted as a quick reference material and helped revise topics before examinations.

Preparing a concept map in biochemistry, or for that matter, any subject helps first-year MBBS students to develop the habit of in-depth understanding of medical subject, which acts as a strong foundation over which they can develop strong clinical knowledge in future as well as acts as quick reference material to revise during examinations.