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D Rubosky
EDUC 533 – Spring 2012
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Creating an instructional foundation
based on how individuals acquire
knowledge and skills
o Supplement lecture based instruction
with student engaging activities such as
concept maps
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Creating an instructional method
that improves student ability to apply
theory in clinical context
o Explore assignments such as concept
maps to improve conceptual
connections which leads to solid clinical
reasoning.
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Clinical Instructors concerned with student ability to:
o Critically think through possible patient diagnosis
o Recall common pathology from sonographic images
o Develop sound differential diagnosis based on clinical evidence and
sonographic images
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Student frustration with responsibility for instant recall of
such large body of knowledge - pathology of multiple systems
o Create links for concept pathways
o Simplify pathology recall
o Adopt additional instruction in problem-based learning
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Clinical Instructor Discussions
o Frequent contact with Clinical Instructors indicate opportunity for
improvement in clinical readiness to reduce staff and student
frustrations.
• Demonstrates need to enhance instruction for improved clinical
reasoning prior to clinical internship.
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Employer & Graduate Surveys
o Annual surveys indicate employers satisfied with level of
performance.
• Demonstrates learned concepts through 10 months of clinical
internship.
o Annual surveys indicate graduates indicate clinical performance
would benefit from additional critical thinking instruction.
• Demonstrates need to enhance instructional techniques prior to
attending clinical internship.
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Integrate greater variety of instructional activities
o Employ visual learning tools as a complement to lecture based
instruction and assessment
• Concept maps provide graphical and visual methods for student learning

Develop assessment methods which simulate patient care
activities
o Employ teaching strategy for the development of critical thinking
• Concept maps have potential of providing an opportunity for student to
organize and link information in a systematic manner
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Instructor awareness of current literature
Implementation scenarios to assure positive results
Access to computer lab for student to complete
assignments
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Teacher/Trainer
o Program Director and Instructors to develop examples
for student instruction
o Positive instructors with passion for well educated
and competent sonographers
o Share process with Clinical Instructors for
reinforcement at the time of clinical internship
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Curricula
o Compare literature review to sonography courses for
most opportune application of concept map
assignments
o Modify course assignments to implement concept
maps
o Assess student improvement in clinical skills
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Learning Resources
o Perform literature search and provide students with medical based
applications of concept mapping
o Provide instruction in development and adoption of concept maps as
a learning / assessment tool
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Class Characteristics
o 17 First year Diagnostic Medical Sonography students
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Learning Community Philosophy
o Literature review supports the utility of concept maps in medical
education – physician and nursing
o Concept maps encourage critical thinking, problem-solving, and
connection of theory with practice
 Students
 Clinical
Instructors
o Desire to reduce
o Gain appreciation for
learning frustrations
o Desire to apply
knowledge in
meaningful manner
o Desire to gain
competency
learning process
o Innovate on
instructional concepts
with a wide variety of
diseases
o Supplement classroom
instruction with similar
clinical process
Benign
Anatomy
&
Physiology
Malignant
Pathology
Pain
Fever
Treatment
Clinical
Presentation
Lab Tests
Differential
Diagnosis
Sonography

Beyer, D. (2010). Reverse case study: to think like a nurse. Educational Innovations. Doi:
10.3928/01484834-20101029-06
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Daley, B., Torre, D. (2010). Concept maps in medical education: an analytical literature review.
Medical Education. 44: 440-448.
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Freedman, A., et.al. (2011). Better learning through instructional science: a health literacy case
study in how to teach so learners can learn. Health promotion practice. DOI:
10.177/1724839911432928

Kumar, S. (2011). Benefits of testable concept maps for learning about pathogenesis of
disease. Teaching and learning in medicine, 23(2), 137-143.

Mcmillan, W. (2010). Teaching for clinical reasoning – helping students make the conceptual
links. DOI: 103109/01421591003695303

Pottier, P., et. al. (2010). Exploring how students think: a new method combining think-aloud
and concept mapping protocols. Medical Education. 44:926-935