Abstract
To foster a deeper understanding of pharmacology concepts among physician assistant students, we integrated concept mapping into our flipped teaching to provide assessment for learning. Different mapping-based assessment strategies were adopted based on learner feedback, including in-person collaborative mapping, an individual computerized mapping-based quiz with automated feedback, and a collaborative computerized mapping-based quiz enhanced by the jigsaw strategy. Each mapping activity also leveraged the strength of a specific technology platform. Based on the findings from comparing learner ratings of these mapping activities and thematic analysis of learner feedback, we engaged in critical reflection and share our lessons learned.
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Appendix
Appendix
Questionnaire
Identify one to three specific aspects about the concept mapping exercises that especially helped to support your learning. Write "N/A", if nothing helped support your learning.
Identify one to three specific aspects about the concept mapping exercises that could be improved to better support your learning. Write "N/A", if nothing needed to be improved upon.
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Zagaar, M., Chen, W. Assessment for Deeper Understanding using Concept Maps: Lessons Learned from Flipped Teaching of Pharmacology. Med.Sci.Educ. 32, 1289–1297 (2022). https://doi.org/10.1007/s40670-022-01653-3
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DOI: https://doi.org/10.1007/s40670-022-01653-3