Expert Skills Program at Texas Tech
Non-TTUHSC Concept Mapping Workshop
(Room, date, and time TBA)
[Teacher’s notes in brackets]
“Just because we assign 100 pages in Moore doesn’t mean we expect
them to learn all of it!” (anatomy professor)
Introduction
This workshop will last for 2 hours. We will use the “Anatomy Terminology” document from the
SuccessTypes unit in the Prematriculation Block as the source material.
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This material is essential learning in anatomy so the workshop is “study time.”
The exercises are designed to comfortably simulate recommended activities every evening.
[Any content will work for this workshop. There is a special motivation if the students know that what
they are practicing in the workshop will help them immediately in the curriculum. Our course director
for anatomy was consulted to verify the content of the questions that are analyzed. The students were
also made aware of this to increase the credibility of the workshop.]
There are three (or more?) goals for this workshop:
1. Helping you get organized while there is still time for you to think about it.
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Reactions to information overload
- Many use the strategy that got them here – sitting and reading.
- Study hours become extended for more reading
- Some seek better options; many develop “boiled frog” syndrome.
Panic is preventable, but it can occur with:
- Realization that the pace is not going to let up – ever!
- Growing awareness that the drop-add “parachute” is gone.
Panic prevented by a protocol that works
- Example: The history and physical exam protocol in the clinic is always the same because it has
been shown to work.
- A similar protocol will also work for managing the didactic portion of the curriculum.
- ESP refers to this learning protocol as a discipline.
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2. Demonstrating a flexible discipline for staying afloat.
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A discipline is a consistent way of behaving.
- A discipline will make every evening a predictable approach to learning.
- A discipline also makes the preceding morning and afternoon more productive.
A discipline is also customizable by you so it can uniquely benefit you.
Your evening learning discipline will involve reading guided by the construction of concept maps for
every topic that was presented that day.
- Your maps can be complete or overview level to be finished later.
- The way you map changes as you change.
Your weekly learning discipline will involve review and refinement of your maps.
- The form and content of your maps are chosen by you.
3. Helping you trap and organize information faster.
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Information can be elusive.
- Too much to learn in too short a time period fits the description of “herding cats.”
- Reading and re-reading is ineffective because it won’t lead to memory consolidation.
- Testing becomes increasingly deductive and less pure memorization.
Concept maps trap information in the most efficient way possible
- Maps are the outcome of effective, deep reading.
- Superficial reading cannot produce successful medical students nor can it produce competent
physicians.
Exercise # 1. The Value of a Two-level Map – This exercise will demonstrate that a two-level map is fast
and useful. (total time: 30 minutes)
1. You have 10 minutes to review the Anatomy Terminology document and construct a two-level
concept map.
2. The first level is the Roman numeral headings and the second level is the capital letter headings.
Note: Don’t take this for granted – there are several learning events that are important at this step.
3. Turn to one or more neighbors and compare your maps for 5 minutes (I will give the start signal and
an advanced warning of the time). Discuss what you were thinking about as you arranged the map.
4. We will address similarities between maps and what type of thinking should be occurring at this
point.
[Poll the class to see if there are any questions about the procedure. Sensing types will sometimes need
extra reassurance that they are doing it correctly – even if it seems obvious to others.]
Exercise # 2. Deeper Reading With a Three Level Map – This exercise will demonstrate how new levels
can grow out of an existing one. (total time: 30 minutes)
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1. You have 15 minutes to review Section III.B – “Joints” and construct a three-level concept map of
“Joints” on a new page.
2. This time, as you read, try to imagine that you have constructed the list you are reading in the
handout from scanning a textbook.
3. As before, turn to several neighbors and compare your maps for 5 minutes. Discuss what you were
thinking about as you arranged the map.
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Were you starting with just the grouping terms?
Were you thinking about spacing and arrangement?
Were you worried about not including all the details?
Other?
4. We will address how you decided on spacing and arrangement and whether you can already see the
next level.
[Poll the groups for any reactions to “doing it right.” Ask about the questions posed in step 2.]
Exercise # 3. Capturing everything from general to detail – This exercise will demonstrate the increased
need for decision making as the map fills in with details. (total time: 45 minutes)
1. You have 25 minutes to continue to review Section VI. Peripheral Nervous System and construct a
concept map that includes all of the material.
2. Remember to organize the more inclusive (grouping) terms on the map first.
3. Guidelines for mapping the details:
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Paraphrase sentences to a few words.
Always map grouping terms first before details.
Don’t worry about explanations or details initially.
Create your own grouping terms to suit your view of the material.
4. Turn to several neighbors and compare your general organization of your map for 10 minutes.
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Do your maps match exactly?
Do your maps have to match to be correct?
How is your reading different from normal reading?
Is it uncomfortable? Slow?
5. We will wrap-up with some additional examples of concept maps from material on upper extremity.
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Time will be available for general discussion, but students may also remain after the session for
individual questions or comments.
Next Time – Workshop: Two-Week Follow-up (1 hour, to be scheduled):
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We will meet for one hour to review maps covering upper extremity.
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Donations of scans of maps are requested and these will be reviewed for those in attendance.
Important: this is a successful strategy performed at many medical schools to illustrate real-life
issues and successes with concept mapping. No map is bad or wrong. It is always possible to
comment on the thinking that is reflected and on uniqueness or options that may be of value to
others.
No one will be called on, but questions can be answered.
[Comments don’t have to be any more complicated than describing what it appears that the student
saw from their reading.]
Post Workshop Pointers:
You will get the most out of mapping with active follow-up, generally on the weekend. Each map, or
groups of maps on a related subject, should be spoken out loud as your eye flows over the map. The
purpose of this follow-up is to discover concepts that did not “stick” when the map was first drawn. You
will need to have your class notes and reading materials available.
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Use each map to tell a story to another person, or an imaginary person; it is OK to teach your cat…
or your refrigerator.
Making your spoken rationale understandable uses Broca’s area, the speech center in the brain; this
strengthens both long-term memory and integrative knowledge.
When an area is encountered that is not readily explained, it is time to get out your reference
materials (or consult the teacher) and revise the map.
The time saved by only focusing on what you haven’t learned increases your efficiency.
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