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Concept mapping assessment in medical education: a comparison of two scoring systems.

Authors
Type
Published Article
Journal
Medical education
Publication Date
Volume
36
Issue
9
Pages
820–826
Identifiers
PMID: 12354244
Source
Medline
License
Unknown

Abstract

These data suggest that scoring systems for evaluating concept maps in postgraduate medical education may need to account for structural features of maps, if scores are to reflect changes in the developing knowledge frameworks of resident doctors. More research to further evaluate reliability and validity is critical prior to any future use of concept mapping assessment in medical education.

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