A Comparative Study of the Effect of Concept Mapping Versus Debriefing on Learning, Achievement Motivation, and Retention in Anesthesia Management of Neurosurgery among Anesthesia Students
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Abstract
Background: Concept mapping and debriefing are educational strategies used to create motivation and meaningful learning. This study compared the effect of teaching incorporating these two techniques on learning and achievement motivation in anesthesia management of neurosurgery among anesthesia students.
Methods: This was a quasi-experimental study involving two experimental groups (concept mapping and debriefing) and one control group. The statistical population included all 5th- and 7th-semester undergraduate students of anesthesia at Ahvaz Jundishapur University of Medical Sciences. Census sampling yielded 51 participants, who were then randomly assigned to three groups: 17 in the concept mapping group, 17 in the debriefing group, and 17 in the control group. The experimental groups were exposed to group concept mapping and debriefing, while the control group received traditional instruction. Data were collected using the Hermans Achievement Motivation Questionnaire and a standard learning questionnaire. Data were analyzed using analysis of covariance (ANCOVA) and t-tests.
Results: Covariance analysis demonstrated that teaching interventions, using both group concept mapping and debriefing, significantly increased achievement motivation and learning outcomes in anesthesia students (p < 0.05). Furthermore, concept mapping yielded a statistically significant increase in achievement motivation as well as meaningful and deep learning compared to debriefing. Regarding learning levels, after two months of intervention, students taught using concept mapping exhibited significantly higher scores (30.41 ± 0.732) than both the debriefing group (29.17 ± 0.772) and the control group (28.78 ± 0.771, p < 0.05).
Conclusion: This research suggests that educational stakeholders should integrate concept mapping into anesthesia curricula, focusing on its motivational components, to significantly boost student achievement and learning outcomes.
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[28] Ghanbari, Atefeh; Paryad, Ezzat and Ehsani, Maryam. The effect of teaching using the concept map method on the learning and retention of a lesson in nursing students at Guilan University of Medical Sciences. J Cent Med Educ Stud Dev. 2009, 7(2), 112-118.
[29] Piri Musa; Masrabadi, Javad, Azizi, Hamza. The effect of concept-based teaching on memorization and understanding of concepts in the science and social studies curriculum for the sixth grade of elementary school. Research in Curriculum Planning. 2017; 2(28): 91-99.
[30] Khamsan A, Khaksar Brothers. Comparison of language teaching using individual and collaborative concept mapping with the traditional method. Linguist Res Foreign Lang. 2011;1(1):57–75.
[31] Chiou CC, Tien LC, Lee LT. Effects on learning of multimedia animation combined with multidimensional concept maps. Comput Educ; 2014.
[32] Eslami E, Ghafari O, Mousazade T., Hashemi T, Fathiazar E. effectiveness instruction centeralizer on moderation of learning orientation teachers on self – efficacy teachers and students academic self - concept of fourth grade. J Educ Psychol Stud.2020, 17(37), 26-1.
[33] Gardner R. Introduction to debriefing. Semin Perinatol 2013;37:166 74
[34] Jenkins JJ, Clarke T. Engaged journalism: Using experiential learning theory (ELT) for in class journaling activities. IJTLHE 2017;29:154 61.
[35] Dillette A, Sipe L. A systematic framework of experiential learning: Challenging educators to make college more than an aggregation of credits. Creat Educ 2018;9:1426 43.
[36] Kolb DA. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall; 1984.
[37] August-Brady MM. The effect of a metacognitive intervention on approach to and self-regulation of learning in baccalaureate nursing students. J Nurs Educ. 2005; 44(7): 297-304.
[38] Abbasi M. Investigating methods for improving the quality of teaching chemistry in the second year of secondary school through concept maps (topic of atomic structure) [Master’s thesis]. Tehran: Shahid Rajaee Teacher Training University; 2014.
[39] Kaykha M. Scientific comparison of the concept map with conventional teaching methods on academic achievement, retention of content, and reduction of misunderstanding of lessons among fifth grade students in District 1 of Zahedan city [Master’s thesis]. Zahedan: University of Sistan and Baluchestan; 2013.
[2] Izci E, & Akkoc EA. the impact of concept maps on academic achievement: A meta-analysis. Heliyon. 2024; 10(1):e23290.
[3] Abidah UFU. Reasoning Socratic questioning method to enhance university students’ critical reading in critical reading course. Res English Language Teach Indonesia. 2022; 10:1 8.
[4] Lin Y, Lockey A, Greif R, Cheng A. Education Implementation Team Task Force of the International Liaison Committee on Resuscitation ILCOR. The effect of scripted debriefing in resuscitation training: A scoping review. Resusc Plus. 2024; 18:100581.
[5] Dong J, Hassan NC, Hassan AB, Chen D, Guo W. Effect of Achievement Motivation and Self-Efficacy on General Well-Being among Students at Normal Universities in Ningxia: The Mediating Role of Time Management. Behav Sci (Basel). 2023; 14(1):15.
[6] Hu Z. Strengthening critical thinking through debriefing – experiential learning theory: A case study. JEdu Health Promot; 2024; 13:100.
[7] Sorte SR, Sande S, Rathod SB, Vij VA, Gumashta J, Muthiyan G, et al. Concept mapping a potential pedagogical strategy to foster meaningful learning in physiology students. J Edu Health Promot. 2024;13:2.
[8] TuongVan Vu, Lucía Magis-Weinberg, Brenda R J. Jansen, Nienke van Atteveldt, Tieme W. P. Janssen, Nikki C. Lee, et al. Motivation-achievement Cycles in Learning: A Literature Review and Research Agenda. Educ Psychol Rev. 2021; 34: 39–71.
[9] Kanbay Y, Okanli A. The effect of critical thinking education on nursing students’ problem solving skills. Contemp Nurse. 2017; 53:313 21.
[10] Maryam A, Mohammadreza D, Abdolhussein S, Ghobad R, Javad K. Effect of Concept Mapping Education on Critical Thinking Skills of Medical Students: A Quasi-experimental Study. Ethiop J Health Sci. 2021; 31(2):409-418.
[11] Fonseca M, Marvão P, Oliveira B, Heleno B, Carreiro-Martins P, Neuparth N, et al. The effectiveness of concept mapping as a tool for developing critical thinking in undergraduate medical education - a BEME systematic review: BEME Guide No. 81. Med Teach. 2024; 46(9):1120-1133.
[12] Fahim M, Bagheri MB. Fostering critical thinking through Socrates’ questioning in Iranian language institutes. JLTR 2012; 3:1122 7.
[13] Zare P, Mukundan J. The use of Socratic method as a teaching/ learning tool to develop students’critical thinking: A review of Literature. Language in India. 2015; 15:256 65.
[14] Collins B, Robert N. “The Effectiveness of Concept Maps for Students’ Learning and Retention”. APSA Preprints. 2020; 19(6): 198-209.
[15] Bereby‐Meyer Y, Moran S, Sattler L. The effects of achievement motivational goals and ofdebriefing on the transfer of skills in integrative negotiations. Negotiation and Conflict Management Research. 2022; 3(1), 64–86.
[16] Kim S, Son, Y. Effects of Debriefing on Motivation and Reflective Thinking of Nursing Students during In-School Practicum Using a Flipped Learning Model. Healthcare. 2022; 10, 2552.
[17] Abdallah SA, Elbastawesy S, Glalal Abd El-Razik Siam B, Abdel-Mongy Mostafa S. Effect of Concept Mapping Method on Nursing Students' Critical Thinking and Independent Knowledge Acquisition. Egypt J Health Care. 2023; 14(3), 660-674.
[18] Gyeltshen D, Chogyel, Tshering K, Chettri B, Rinzin S, Tshegay D, Chezang Sh, et al. Effectiveness of Concept Map in Teaching and Learning Science inclass nine: Action research. Multidisciplinary J Current Research. 2024;
[19] Kumar P, Somerville S. Exploring in-person self-led debriefings for groups of learners in simulationbased education: an integrative review. Adv Simul (Lond). 2024; 9(1):5.
[20] Martin KL. A Viewpoint on Simulation Debriefing to Optimize Student Learning. Perspectives of the ASHA Special Interest Groups. 2024; 9(2):403-12.
[21] Phillips EC, Tallentire V. Routine versus prompted clinical debriefing: aligning aims, mechanisms and implementation. BMJ Qual Saf. 2024;33(5):280-283.
[22] Kim YJ, Yoo JH. The utilization of debriefing for simulation in healthcare: A literature review. Nurse Educ Pract. 2020; 43:102698.
[23] Decker S, Alinier G, Crawford SB, Gordon RM, Jenkins D, Wilson C. Healthcare simulation standards of best practice The debriefing process. Clin Simul Nurs. 2021; 58: 27–32.
[24] Rao P. Introduction to debriefing. Update Anaesth. 2022; 36:35 40.
[25] Brzoska A, Kupczynski L, Murphy JL. The Effects of Debriefing Methods on Athletic Training Students’Self-Efficacy. The Internet Journal of Allied Health Sciences and Practice. 2024; 22(2), 1-12.
[26] Warrick D D, Hunsaker P L, Cook C W, Altman S. Debriefing experiential learning exercises. Journal of Experiential Learning and Simulation. 1979; 1, 91–100
[27] Karami H, Babamoradi A. The effect of conceptual role-playing teaching method on students' self-regulation and educational self-concept. Bi-Quarterly Scientific-Research Journal of Educational Studies and School. 2017, 6(16), 86-99.
[28] Ghanbari, Atefeh; Paryad, Ezzat and Ehsani, Maryam. The effect of teaching using the concept map method on the learning and retention of a lesson in nursing students at Guilan University of Medical Sciences. J Cent Med Educ Stud Dev. 2009, 7(2), 112-118.
[29] Piri Musa; Masrabadi, Javad, Azizi, Hamza. The effect of concept-based teaching on memorization and understanding of concepts in the science and social studies curriculum for the sixth grade of elementary school. Research in Curriculum Planning. 2017; 2(28): 91-99.
[30] Khamsan A, Khaksar Brothers. Comparison of language teaching using individual and collaborative concept mapping with the traditional method. Linguist Res Foreign Lang. 2011;1(1):57–75.
[31] Chiou CC, Tien LC, Lee LT. Effects on learning of multimedia animation combined with multidimensional concept maps. Comput Educ; 2014.
[32] Eslami E, Ghafari O, Mousazade T., Hashemi T, Fathiazar E. effectiveness instruction centeralizer on moderation of learning orientation teachers on self – efficacy teachers and students academic self - concept of fourth grade. J Educ Psychol Stud.2020, 17(37), 26-1.
[33] Gardner R. Introduction to debriefing. Semin Perinatol 2013;37:166 74
[34] Jenkins JJ, Clarke T. Engaged journalism: Using experiential learning theory (ELT) for in class journaling activities. IJTLHE 2017;29:154 61.
[35] Dillette A, Sipe L. A systematic framework of experiential learning: Challenging educators to make college more than an aggregation of credits. Creat Educ 2018;9:1426 43.
[36] Kolb DA. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall; 1984.
[37] August-Brady MM. The effect of a metacognitive intervention on approach to and self-regulation of learning in baccalaureate nursing students. J Nurs Educ. 2005; 44(7): 297-304.
[38] Abbasi M. Investigating methods for improving the quality of teaching chemistry in the second year of secondary school through concept maps (topic of atomic structure) [Master’s thesis]. Tehran: Shahid Rajaee Teacher Training University; 2014.
[39] Kaykha M. Scientific comparison of the concept map with conventional teaching methods on academic achievement, retention of content, and reduction of misunderstanding of lessons among fifth grade students in District 1 of Zahedan city [Master’s thesis]. Zahedan: University of Sistan and Baluchestan; 2013.
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How to Cite
1.
Saidkhani V, Bagheri K, Khalafi A, Zaheri A. A Comparative Study of the Effect of Concept Mapping Versus Debriefing on Learning, Achievement Motivation, and Retention in Anesthesia Management of Neurosurgery among Anesthesia Students. Arch Anesth & Crit Care. 2025;.
