Concept map analysis in the assessment of speech-language pathology students' learning in a problem-based learning curriculum: a longitudinal study

Mok, Cecilia K. F., Whitehill, Tara L. and Dodd, Barbara J. (2014) Concept map analysis in the assessment of speech-language pathology students' learning in a problem-based learning curriculum: a longitudinal study. Clinical Linguistics and Phonetics, 28 1-2: 83-101. doi:10.3109/02699206.2013.807880


Author Mok, Cecilia K. F.
Whitehill, Tara L.
Dodd, Barbara J.
Title Concept map analysis in the assessment of speech-language pathology students' learning in a problem-based learning curriculum: a longitudinal study
Journal name Clinical Linguistics and Phonetics   Check publisher's open access policy
ISSN 0269-9206
1464-5076
Publication date 2014
Year available 2014
Sub-type Article (original research)
DOI 10.3109/02699206.2013.807880
Open Access Status
Volume 28
Issue 1-2
Start page 83
End page 101
Total pages 19
Place of publication London, United Kingdom
Publisher Informa Healthcare
Collection year 2015
Language eng
Formatted abstract
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.
Keyword Concept mapping
Critical thinking
Problem-based learning (PBL)
Speech-language pathology education
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: UQ Centre for Clinical Research Publications
Official 2015 Collection
 
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