00000nam a22000004a 4500 UP-8027390931313245440 Buklod 20251002084957.0 m || | | cr ||||||||||| 251002s2025 ph s |||| u|eng d NTTC rda eng LG 995 2025 H32 S46 Seno, Steven A. author Relationship of concept mapping with performance of senior clerks in case-based discussions Steven A. Seno, Nemuel S. Fajutagana, MD, MHPEd (adviser). July 2025 60 pages Thesis (MHPEd) Master's National Teacher Training Center for the Health Professions, University of the Philippines Manila 2025 Concept maps and case-based discussions are both used as learning instruments in medical education. These integrate knowledge bases and provide deeper understanding of learning content making them valuable tools in teaching students in the clinics. However, there is little local research on the relationship of concept mapping and case-based discussions, specifically among students rotating in the pediatrics. This correlation study analyzed twenty-four scores of concept maps and case-based discussions on common topics that senior clerk students encountered while rotating in pediatrics in a private medical school in Cebu City. Conducted in during the months of March and April 2025, all student case-based discussions and concept maps were rated by separate faculty members using rubrics. Case-based discussions were scored based on clarity of presentation, accuracy and organization of content, content recommendations, and manner delivery. Concept maps were rated based on valid selection of concepts, hierarchical arrangement of concepts, integration between concepts, relations to the context, and degree of student difficulty. Case-based discussion scores ranged from 6 to 15 out of 20 (mean 10.5, 52.5%) and concept map scores from 10 to 15 out of 25 (mean 12.5, 51%). A positive linear correlation coefficient of 0.511 and Spearman's rank-order correlation (ρ = .530, p = .008) indicated moderate significant positive relationships between concept map scores and case-based discussion scores. The study findings support for their integration into clinical training in the senior clerkship year to improve learning outcomes. Examining how these tools are taught in other year levels and specialty rotations and expanding studies to larger samples is recommended for broader applicability in medical education. print & pdf Concept mapping. Case-based discussions. Senior clerkship education. Teaching pediatrics. Learning instruments. FI UP UPMNL NTTC LG 995 2025 H32 S46 Thesis