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Brief ReportBRIEF

Concept Mapping Activity to Enhance Pharmacy Student Metacognition and Comprehension of Fundamental Disease State Knowledge

Brandon D. Powell, Madison S. Oxley, Kevin Chen, Heidi Anksorus, Robert Hubal, Adam Persky and Suzanne Harris
American Journal of Pharmaceutical Education December 2020, 8266; DOI: https://doi.org/10.5688/ajpe8266
Brandon D. Powell
aUniversity of North Carolina Medical Center, Chapel Hill, North Carolina
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Madison S. Oxley
aUniversity of North Carolina Medical Center, Chapel Hill, North Carolina
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Kevin Chen
aUniversity of North Carolina Medical Center, Chapel Hill, North Carolina
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Heidi Anksorus
bUniversity of North Carolina at Chapel Hill, Chapel Hill, North Carolina
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Robert Hubal
bUniversity of North Carolina at Chapel Hill, Chapel Hill, North Carolina
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Adam Persky
bUniversity of North Carolina at Chapel Hill, Chapel Hill, North Carolina
cAssociate Editor, , Arlington, Virginia
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Suzanne Harris
bUniversity of North Carolina at Chapel Hill, Chapel Hill, North Carolina
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Abstract

Objective. To examine the impact of pre-class concept mapping on students' ability to self-assess their degree of foundational disease state knowledge (metacognition), as well as pre-class quiz performance.

Methods. Second-year pharmacy students in a problem-based learning course were responsible for self-directed learning of foundational knowledge for 14 disease states. After completing independent pre-class reading, students either created group concept maps for which feedback was provided; (2) created group concept maps with no formal feedback; or (3) had no formal group activity. The next day, prior to the formal in class discussion, students completed a quiz over foundational knowledge and predicted the number of questions they would answer correctly before completing the quiz. Quiz performance was compared between the three conditions, and bias and absolute bias were calculated to evaluate metacognitive skills.

Results. When students engaged in concept mapping, their quiz performance was significantly higher than the business-as-usual control. However, there was no difference in the predicted scores on quizzes.

Conclusion. Concept mapping did not improve metacognitive skills but did have small effects on quiz performance. More research is needed to tease apart the roles of concept mapping, group activity and feedback in altering quiz performance and metacognitive skills.

Keywords
  • metacognition
  • concept mapping
  • pharmacy education
  • active learning
  • Received June 30, 2020.
  • Accepted December 18, 2020.
  • © 2020 American Association of Colleges of Pharmacy
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American Journal of Pharmaceutical Education
Vol. 85, Issue 3
1 Mar 2021
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Concept Mapping Activity to Enhance Pharmacy Student Metacognition and Comprehension of Fundamental Disease State Knowledge
Brandon D. Powell, Madison S. Oxley, Kevin Chen, Heidi Anksorus, Robert Hubal, Adam Persky, Suzanne Harris
American Journal of Pharmaceutical Education Dec 2020, 8266; DOI: 10.5688/ajpe8266

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Concept Mapping Activity to Enhance Pharmacy Student Metacognition and Comprehension of Fundamental Disease State Knowledge
Brandon D. Powell, Madison S. Oxley, Kevin Chen, Heidi Anksorus, Robert Hubal, Adam Persky, Suzanne Harris
American Journal of Pharmaceutical Education Dec 2020, 8266; DOI: 10.5688/ajpe8266
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Keywords

  • metacognition
  • concept mapping
  • pharmacy education
  • active learning

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