A Comparative Study of the Effect of Concept Mapping Versus Debriefing on Learning, Achievement Motivation, and Retention in Anesthesia Management of Neurosurgery among Anesthesia Students

Vahid Saidkhani; Kianoosh Bagheri; Ali Khalafi; Azita Zaheri

doi:10.18502/aacc.v12i1.20538

Vahid Saidkhani Department of Anesthesiology, School of Allied Medical Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
Kianoosh Bagheri Department of Anesthesiology, School of Allied Medical Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
Ali Khalafi Department of Anesthesiology, School of Allied Medical Sciences, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
Azita Zaheri Department of Anesthesiology, Faculty of Paramedical, Shahrekord University of Medical Sciences, Shahrekord, Iran.

DOI: https://doi.org/10.18502/aacc.v12i1.20538

Keywords: Concept mapping; Debriefing; Achievement motivation; Learning; Retention

Abstract

Background: Concept mapping and debriefing are educational strategies used to create motivation and meaningful learning. This study compared the effect of teaching incorporating these two techniques on learning and achievement motivation in anesthesia management of neurosurgery among anesthesia students.

Methods: This was a quasi-experimental study involving two experimental groups (concept mapping and debriefing) and one control group. The statistical population included all 5th- and 7th-semester undergraduate students of anesthesia at Ahvaz Jundishapur University of Medical Sciences. Census sampling yielded 51 participants, who were then randomly assigned to three groups: 17 in the concept mapping group, 17 in the debriefing group, and 17 in the control group. The experimental groups were exposed to group concept mapping and debriefing, while the control group received traditional instruction. Data were collected using the Hermans Achievement Motivation Questionnaire and a standard learning questionnaire. Data were analyzed using analysis of covariance (ANCOVA) and t-tests.

Results: Covariance analysis demonstrated that teaching interventions, using both group concept mapping and debriefing, significantly increased achievement motivation and learning outcomes in anesthesia students (p < 0.05). Furthermore, concept mapping yielded a statistically significant increase in achievement motivation as well as meaningful and deep learning compared to debriefing. Regarding learning levels, after two months of intervention, students taught using concept mapping exhibited significantly higher scores (30.41 ± 0.732) than both the debriefing group (29.17 ± 0.772) and the control group (28.78 ± 0.771, p < 0.05).

Conclusion: This research suggests that educational stakeholders should integrate concept mapping into anesthesia curricula, focusing on its motivational components, to significantly boost student achievement and learning outcomes