Support for and Resistance to a Concept Mapping Assignment in a Pharmacy Communications Course

Hill, Lilian H. (2004) Support for and Resistance to a Concept Mapping Assignment in a Pharmacy Communications Course. In: Concept Maps: Theory, Methodology, Technology. Proc. of the First Int. Conference on Concept Mapping. Universidad Pública de Navarra, Pamplona, Spain, pp. 333-341. ISBN 84-9769-064-8

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A concept mapping assignment was developed for pharmacy students that emphasizes meaningful learning and discourages rote memorization of communications course material with the intention to improve student retention of pharmacy communications information. Students in small groups work to create a concept map that demonstrates their understanding of major concepts taught in the course and their interrelationships. Support for this work came from faculty in other disciplines and institutions, but resistance to the assignment came from students, faculty peers, and administrators. Student perceptions of the assignment were sought and are reported here. Incorporating a concept map assignment into an existing course requires a significant investment for instructors. The reward for faculty is that students learn to understand abstract material and grapple with conceptual meanings so that they are challenged to move beyond rote memorization to meaningful learning. However, given the resistance, a wise faculty member choosing to use concept mapping as an assignment would also educate his/her peers and administration about the value of visual learning.

Item Type: Book Section
Uncontrolled Keywords: Paper, CMC2004
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
R Medicine > RS Pharmacy and materia medica
Depositing User: Mr. Ernest Prats
Date Deposited: 18 Aug 2012 11:46
Last Modified: 11 Oct 2012 13:23

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