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Therefore, specific concept mapping instructions that help medical teachers to articulate the integration of clinical and basic sciences seem required.
(E) The multidisciplinary groups of medical teachers were able to articulate the integration of clinical and basic sciences in concept maps if they were guided by specific instructions.
We examined therefore which factors affect the learning of groups of clinicians and basic scientists on different expertise levels who learn to articulate the integration of clinical and basic sciences in concept maps.
In the first session, the groups were guided step by step through concept mapping instructions that included directives intended to encourage them to articulate the integration of clinical and basic sciences.
In a previous study (Vink SC, Van Tartwijk J, Bolk JH, Verloop N, Gosselink MJ: Consistent variations between concept maps constructed by expert groups and residents, submitted) we found that residents were able to articulate the integration of clinical and basic sciences in concept maps to a significantly greater extent than experts.
Similar(55)
This is how I articulate the world.
Both tables articulate the following: a).
This articulation of integration was further improved in the second session, an improvement which we could view as learning to articulate integration, similar to the learning processes in other concept mapping studies [ 14, 25].
We considered the draft made during the first session to be an intermediate state in the ability to articulate integration, which was further developed during the second session [ 1].
Hence, the ability to articulate integration might be considered a dynamic skill, subject to being influenced, as suggested elsewhere [ 13], and might thus be learned.
Residents outshone experts as regards learning to articulate integration as comparison of the draft and final versions showed.
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