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pmed210040_SadkiFrenayetal2023.pdf
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(en) Background: Learning in university is a complex activity that involves the implementation of effective learning strategies. To acquire greater academic performance (AP), the student must construct knowledge rooted in deep understanding. The concept map (CM) is a cognitive tool that promotes meaningful learning and deep understanding. Aim: To examine the effects of participation in workshops aimed at developing CMs, offered to 1st year dental students, on the quality of a CM produced for the examination as well as the links with students’ performance in the short and medium term. Methods: Two successive cohorts of 1st- year dental students (N = 110) were followed for two teaching units (TU), TU1 in year 1 (A1) and TU2 in year 2 (A2). In A1, optional CM workshops were offered. APs were measured through questions in the final assessment (exam). Multiple linear regressions about workshop participation and CM quality were performed including other explanatory variables. Results: There is indeed a statistically significant and positive relationshipbetween workshop participation, CM quality, and AP, but other variables are also involved, such as academic background, topic, and previous performance. Conclusion: APs, in the short and medium term, are globally associated with CM quality. The effect of the workshops on APs is apparent in the medium term.
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Sadki, A., Frenay, M., Leloup, G., Mateu-Ramis, S., Vanpee, D., & Denef, J.-F. (2023). Intérêt de la cartographie conceptuelle en formation initiale de médecine dentaire. Pédagogie médicale, 24(3), 137-150. https://doi.org/10.1051/pmed/2023006 (Original work published 2023)