The document provides instructions for medical students on how to construct a concept map based on information gathered from interviewing a simulated patient. It explains that concept maps can help organize complex patient information by showing relationships between different concepts like symptoms, problems, and concerns. Students are guided to identify key concepts from the case, arrange them into groups on a poster, and draw connections between concepts to understand how different factors in a patient's life are interrelated. Making a concept map is intended to help students understand the patient as a whole person in context.

1. Concept Map Slides From AACH presentation

2. Concept Maps Concept mapping is a type of knowledge representation Representing knowledge in the visual format of a concept map allows one to gain an overview of a domain of knowledge Adapted from John Pelley, PhD

4. Concept Maps Similar to an outline or a flowchart, a concept map is a way of representing or organizing knowledge. However, a concept map goes beyond the typical outline in that concept maps show relationships between concepts, including bi-directional relationships

5. Rotator Cuff

6. Rotator Cuff

7. The muscles of the rotator cuff

8. Concept Maps A concept map is a graphical representation where nodes (points or vertices) represent concepts, and links (arcs or lines) represent the relationships between concepts. The concepts, and sometimes the links, are labeled on the concept map.

10. Concept Maps The links between the concepts can be one-way, two-way, or non-directional. The concepts and the links may be categorized, and the concept map may show temporal or causal relationships between concepts.

11. Sample Concept Map An outline can be made more visual by spreading out information such as concepts, components, cause and effect relationships, characteristics, or definitions

14. Concept Mapping – Why? Concept maps create concrete experience! Visual organization of relationships Visual structure aids long term memory “ The magic isn’t in the map…” Active learning: requires decisions based on Inspection – making a list Identification – finding terms that group Understanding – finding how things compare

15. Concept Mapping – Why Sensing types can learn intuitive type skills Discovery of patterns; relationships Improved “ruling-out thinking” Intuitive types can learn sensing type skills Recall of facts not in big picture Improved time on task Helps change the brain for both Ss and Ns

16. Concept Mapping Applied to Communication and Interviewing

17. Complexity of Patient Interviews Much information may be gather in a clinical encounter with a patient. This information may be in the biomedical or psychosocial realms.

18. Complexity of Patient Interviews Organizing the information obtained in a interview will help the physician in making the proper diagnosis, know the patient as an individual, and develop a management plan tailored for the patient

19. Patient Interviews and Concept Maps One method to help organize the information obtained during the interview, it’s relationships, cause and effect, etc. may be through the use of concept maps

20. How we teach the medical interview at UK Each student had completed and debriefed about his/her MBTI prior to this exercise Setup Discovery learning exercise; SP with a complex case Review of student concept maps and discussion of case

21. We use three teaching modalities: Myers-Briggs Trait Inventory to identify preferred learning style Previous workshop Review MB type Team exercise Discovery Learning experience Concept Maps to organize non-linear information

22. “ A consensus exits about the importance of effective communication between doctor and patient… Students may already possess good communication skills when they enter medical school… Before they have acquired much medical knowledge students tend to listen to what patients have to tell them, and are concerned about the emotional effects of illness and patients’ social difficulties.” Kendrick and Freeling, 1993

23. Now…..your turn.

24. Exercise Interview SP Construct concept map as a group Present your concept maps to the whole group

25. Interview SP May use any method the group would like One interviewer, ask the team for help Take turns, tag-team Ask questions as a group

26. Concept Map of Today’s Case The case may seem like a variety of separate components such as symptoms, problems, concerns, requests, etc, but actually all of these components are linked together in how the individual patient experiences his/her symptoms in the biological, psychological, and social perspectives. Instructions presented to students

27. Concept Map of Today’s Case Constructing a “concept map” of the case will help you see the inter-relationships between these components.

28. Concept Map of Today’s Case We will use the concept map to utilize the information we gather from the patient not only to see the relationships between factors causing the patient’s symptoms, but also to begin to understand the patient as an individual in the context of his/her life.

29. How to make the concept map Begin by gathering the details of the case Identify the key “concepts” of this case: i.e. symptoms, problems, concerns, etc Write each “concept” on a post-it

30. How to make the concept map Begin to arrange the concepts into groups on the large piece of paper As you arrange the concepts into groups, name the group headings and make post-its with the group headings If these group heading can be combined under a larger heading make a post-it for this heading

31. How to make the concept map Begin to arrange the post-its You need to decide if you are arrange a top down, right to left, or center out concept map For top down put the most generalized concepts at the top, for right to left on the right, and for the center out put the most generalized concepts as the first “bubble” out from the middle

32. Top Down Concept Map

33. Central Design Concept Map

34. How to make the concept map Begin to draw lines or arrows between the post-its. You may write what the relationship is above the lines if you wish. Modify your concept map according to group discussion Once you have decided on a map, copy it on the second piece of large paper

37. Your concept maps…. What did you learn? How did your group function? Take home points Questions?