JAOA/AACOM Medical Education  |   August 2020
Making the Connection: Using Concept Mapping to Bring the Basic Sciences to the Diagnosis
Author Notes
  • From the Department of Biomedical Sciences at the University of New England College of Osteopathic Medicine in Biddeford, Maine. 
  • Financial Disclosures: None reported. 
  • Support: None reported. 
  •  *Address correspondence to Douglas B. Spicer, PhD, MEdL, University of New England College of Osteopathic Medicine, 11 Hills Beach Rd, Biddeford, ME 04005-9526. Email: dspicer@une.edu
     
Article Information
Medical Education / Curriculum
JAOA/AACOM Medical Education   |   August 2020
Making the Connection: Using Concept Mapping to Bring the Basic Sciences to the Diagnosis
The Journal of the American Osteopathic Association, August 2020, Vol. 120, 524-528. doi:https://doi.org/10.7556/jaoa.2020.086
The Journal of the American Osteopathic Association, August 2020, Vol. 120, 524-528. doi:https://doi.org/10.7556/jaoa.2020.086
Web of Science® Times Cited: 1
Abstract

Although medical education has historically emphasized the role and importance of basic science in clinical reasoning, educators have struggled to teach basic science to optimize its use for students. Concept mapping helps students develop relationships between basic and clinical science, which can enhance understanding of the material. Educators at the University of New England College of Osteopathic Medicine developed a weekly concept-mapping activity connecting biomedical principles with clinical signs, symptoms, and laboratory values from a comprehensive clinical case. This activity elicits cross-disciplinary discussion, illustrates content integration by the students, and enhances faculty collaboration across disciplines.

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