Impact of Concept Mapping in Case-Based Learning Among Medical Students

NCT07643116 | Completed

• 1 other identifier: CBL/2026
• Study Type: interventional
• Target: 26
• Locations: 1 country
• Sites: 1

Brief Summary

This prospective randomized study aims to compare the impact of three Case-Based Learning (CBL) approaches on knowledge acquisition, knowledge retention, and clinical reasoning development among third-year medical students during their obstetrics and gynecology rotation. Participants are randomly assigned to one of three groups: CBL without concept mapping, CBL with a teacher-constructed concept map, or CBL with a concept map co-constructed by students during the learning session. Knowledge acquisition and retention are assessed using pre-tests, immediate post-tests, and delayed post-tests. Clinical reasoning and knowledge organization are evaluated using a synthesis exercise. The study seeks to determine whether concept mapping and the modality of its integration into CBL enhance learning outcomes and clinical reasoning skills in undergraduate medical education.

Conditions

Medical Education; Clinical Reasoning; Case-based Learning; Concept Mapping Versus Interviews

Keywords

Medical Education; Case-Based Learning; CBL; Concept Mapping; Clinical Reasoning; Knowledge Acquisition; Knowledge Retention; Undergraduate Medical Education; Medical Students; Preeclampsia; Educational Intervention; Active Learning

Outcome Measures

Primary Outcomes (1)

• Clinical Reasoning Score

  Assessment of knowledge organization and clinical reasoning development using the synthesis question score (NQS)

  Immediately after completion of the Case-Based Learning session

Secondary Outcomes (2)

• Knowledge Acquisition Score

  Immediately after completion of the learning session

• Knowledge Retention Score

  Two weeks after completion of the learning session

Study Arms (3)

CBL Without Concept Mapping

EXPERIMENTAL

Participants receive a Case-Based Learning session without the use of concept mapping.

Behavioral: Case-Based Learning Without Concept Mapping

CBL With Teacher-Constructed Concept Map

EXPERIMENTAL

Participants receive a Case-Based Learning session supplemented by a concept map prepared and presented by the instructor.

Behavioral: Teacher-Constructed Concept Mapping

CBL With Student Co-Constructed Concept Map

EXPERIMENTAL

Participants receive a Case-Based Learning session supplemented by a concept map progressively developed by students under instructor supervision.

Behavioral: Student Co-Constructed Concept Mapping

Interventions

Case-Based Learning Without Concept Mapping BEHAVIORAL

Participants receive a Case-Based Learning session without the use of concept mapping.

CBL Without Concept Mapping

Teacher-Constructed Concept Mapping BEHAVIORAL

Participants receive a Case-Based Learning session supplemented by a concept map designed and presented by the instructor.

CBL With Teacher-Constructed Concept Map

Student Co-Constructed Concept Mapping BEHAVIORAL

Participants receive a Case-Based Learning session supplemented by a concept map progressively developed by students under instructor supervision.

CBL With Student Co-Constructed Concept Map

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Third-year medical students enrolled in the Obstetrics and Gynecology rotation.
• Completion of the preeclampsia learning module before the educational session.
• Provision of informed consent.

You may not qualify if:

• Refusal to participate.
• Failure to complete the pre-test, post-test, synthesis assessment, or delayed -post-test.
• Absence from the educational session.
• Incomplete study data.

Sponsors & Collaborators

• University Tunis El Manar: lead

Study Sites (1)

Maternity and Neonatology Center of Tunis

Tunis, Tunisia

Location

Related Publications (3)

• Torre DM, Durning SJ, Daley BJ. Twelve tips for teaching with concept maps in medical education. Med Teach. 2013;35(3):201-8. doi: 10.3109/0142159X.2013.759644.

  PMID: 23464896 BACKGROUND

• Thistlethwaite JE, Davies D, Ekeocha S, Kidd JM, MacDougall C, Matthews P, Purkis J, Clay D. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Med Teach. 2012;34(6):e421-44. doi: 10.3109/0142159X.2012.680939.

  PMID: 22578051 BACKGROUND

• Novak JD, Cañas AJ. The Theory Underlying Concept Maps and How to Construct and Use Them. Technical Report IHMC CmapTools. 2008.

  BACKGROUND

MeSH Terms

Conditions

Pre-Eclampsia

Condition Hierarchy (Ancestors)

Hypertension, Pregnancy-Induced; Pregnancy Complications; Female Urogenital Diseases and Pregnancy Complications; Urogenital Diseases

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor of Anesthesiology and Critical Care, Principal Investigator

Model Details: Participants are randomly assigned to one of three parallel groups: Case-Based Learning without concept mapping, Case-Based Learning with a teacher-constructed concept map, or Case-Based Learning with a student co-constructed concept map. Learning outcomes and clinical reasoning are compared across groups.

Study Record Dates

• First Submitted: June 7, 2026
• First Posted: June 11, 2026
• Study Start: February 1, 2026
• Primary Completion: March 31, 2026
• Study Completion: March 31, 2026
• Last Updated: June 11, 2026

Record last verified: 2026-06

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)