ArticleMedical science educator2024
The Effect of Concept Map Technique on Students' Cognitive Load and Academic Success in Anatomy Course.
Article in Medical science educator, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
3 citing papers in PubMed.
- Visualizing Anatomy: Comparing the Pedagogical Impact of Chalkboard Teaching and 3D Models.Clinical anatomy (New York, N.Y.) · 2026Article
- Effectiveness of mind mapping in undergraduate nursing education: A quasi-experimental study.SAGE open medicine · 2026Article
- Negatively Marked Elimination-Format Multiple-Choice Questions Are Associated with High Cognitive Load and Poor Student Experience Compared to Single Best Answer.Medical science educator · 2025Article
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Anatomy has too many details to memorize. Therefore, students need alternative means of education. The aim of this research was to investigate the effect of concept mapping techniques on anatomy learning. Methods: The participants consisted of two groups: control and experimental. Before the training, the student introduction form and pretest were applied to both groups. The theoretical course was taught to the control group using classical methods and to the experimental group using a concept map. At the end of the lesson, the experimental group was asked to study with concept maps and the control group with textbooks and atlases for 3 days. Posttest and cognitive load scales were applied to both groups, and an attitude scale towards the concept map was applied to the experimental group. Results: Both groups were more successful in the posttest than in the pretest. Posttest success was higher in the experimental group than in the control group. The cognitive load of the control group was significantly higher than the experimental group's. It was observed that the attitude scale towards the concept map does not change according to gender, prior hearing about this technique, or its prior use. Conclusion: This study showed that concept maps reduce cognitive load and increase academic achievement.
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Registered trials
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