Awardee: Krisztina Fischer (HMS-BWH)

Summary: Awardee conducted a mixed-methods study in HMS course Homeostasis I.

Krisztina Fischer, instructor in radiology at Harvard Medical School, built on what is known about using Mechanistic Concept Mapping (MCM) in individual learning by applying it to collaborative learning. Hypothesized benefits to students included: identifying gaps in knowledge, exploring quality of teamwork, understanding change in tolerance of uncertainty, improving critical thinking skills, and increasing curiosity. Krisztina Fischer, instructor in radiology at Harvard Medical School, built on what is known about using Mechanistic Concept Mapping (MCM) in individual learning by applying it to collaborative learning. Hypothesized benefits to students included: identifying gaps in knowledge, exploring quality of teamwork, understanding change in tolerance of uncertainty, improving critical thinking skills, and increasing curiosity.

A mixed-method study (carried out in a designated course, Homeostasis I, at HMS) introduced concept mapping to students but did not required they use it. Data collected between February and March of 2016 from the control group and MCM group was compared. Students who used MCM reported significantly more analytic reasoning and better teamwork as compared to students who did not use MCM in their small group discussion;. The use of concept mapping forced students to slow down their thought processes, and allowed them to consider possible options for diagnosis beyond conclusions they may typically jump to; concept mapping therefore may allow for a more nuanced consideration process in the process of diagnosis.

Based on these promising findings the course leadership decided to use MCM extensively in the Homeostasis I course in 2017.