Evidence-Based Concept Mapping for the Athletic Training Student

Autor/inn/en	Speicher, Timothy E.; Martin, Malissa; Zigmont, Jason
Titel	Evidence-Based Concept Mapping for the Athletic Training Student
Quelle	In: Athletic Training Education Journal, 8 (2013) 4, S.124-130 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
DOI	10.4085/0804124
Schlagwörter	Evidence Based Practice; Concept Mapping; Athletics; Training; Health Education; Allied Health Occupations Education; Prior Learning; Transfer of Training; Clinical Diagnosis; Decision Making Skills; Clinical Experience; Medicine; Student Centered Learning; Abstract Reasoning; Logical Thinking; Competence; Problem Solving; Problem Based Learning + Suchen Sie Ihr Suchwort? Concept Map; Leichtathletik; Ausbildung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Vorkenntnisse; Training; Transfer; Medizin; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Abstraktes Denken; Denken; Kompetenz; Problemlösen; Problem-based learning; Problemorientiertes Lernen
Abstract	Context: A concept map is a graphical and cognitive tool that enables learners to link together interrelated concepts using propositions or statements that answer a posed problem. As an assessment tool, concept mapping reveals a learner's research skill proficiency and cognitive processing. Background: The identification and organization of the relationships between concepts are the hallmark of concept mapping that build knowledge acquisition and clinical reasoning skill. Concept mapping does not emphasize linear relationships but the complexity of reciprocal relationships, linking new knowledge to prior knowledge. The brain works by making analogical links between past and current information and utilizes these links to create new mental models to solve a current or future problem. Students engage in a search of the literature and synthesize and critique the findings for integration into an approach to address a clinical question or problem. Objectives: Provide health profession educators with an understanding of how concept mapping can be utilized to assess and build students' clinical reasoning as well as promote transfer of learning from the classroom to the clinical setting. Description: An overview of the concept mapping process as well as rationale for its use to build clinical reasoning and decision-making skill is provided. Suggestions are also provided for its use as a competency instruction and assessment tool. Clinical Advantages: Concept mapping reveals the gaps in a student's clinical reasoning and decision-making process, assists in filling these gaps and builds student understanding and application of evidence-based medicine to inform appropriate clinical decisions. Conclusions: Through examination of concepts, their associated problems and how best to solve them based on evidence, concept mapping complements the instruction and assessment of educational competencies. The concept mapping process facilitates a student-centered learning approach, which can be peer or instructor evaluated. (As Provided).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: http://nataej.org/journal-information.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01