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Holistic obstetrics and gynaecology mind maps teaching an easy-to-use tool provides equality of learning, teaching, and assessment

Lookup NU author(s): Dr Hassan Karali, Dr Daniel Smith, Professor Michaela Goodson

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0).

Abstract

Aim: A pilot study was conducted to evaluate the learning benefits of holistic Obstetrics and Gynaecology mind maps (HOGMMs) in acquiring a range of clinical skills, standardizing assessment, and teaching methods. Methodology: HOGMMs were developed and had been used as a teaching tool for Year 3 medical students (n=113) for 6 months in between January and July 2016 as a tool to assist their learning during their Obstetrics and Gynaecology (OG) rotation. The HOGMMs were taught to all Year 3 medical students and a soft copy of the tool was shared with them as a reference for their use during their clinical placement in OG rotation. After the completion of their OG rotation, students were invited to complete a questionnaire assessing perceived benefits for skill acquisition, and standardizing assessment and teaching methods. Results: The majority of students believed HOGMMs was a useful learning tool across a range of parameters (min = 59%; n = 96). Students who believed HOGMMs to be useful for standardising assessment were more likely to report mutual benefits in terms of student learning (χ2=35.836; P=0.0005) and standardising teaching methods (χ2=20.256; P =0.0005). Conclusion: This study suggests that students’ value our HOGMM’s not only for developing clinical skills but also standardising assessment and teaching methods.

Publication metadata

Author(s): Karali HF, Smith DR, Goodson ML, Farhad ES

Publication type: Article

Publication status: Published

Journal: International Journal of Advanced Community Medicine

Year: 2021

Volume: 4

Issue: 4, Part A

Pages: 47-52

Print publication date: 01/10/2021

Acceptance date: 26/09/2021

Date deposited: 27/04/2024

ISSN (print): 2616-3586

ISSN (electronic): 2616-3594

Publisher: Integrated Publishers

URL: https://doi.org/10.33545/comed.2021.v4.i4a.216

DOI: 10.33545/comed.2021.v4.i4a.216

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