Number
439
Name
Concept Mapping as a Universal Design for Learning-Based Intervention for Medical Students in Case-Based Learning Groups
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Sarah Jung, University of Wisconsin School of Medicine and Public Health
Shobhina Chheda, University of Wisconsin School of Medicine and Public Health
Beth Altschafl, University of Wisconsin School of Medicine and Public Health
Theresa Pesavento, University of Wisconsin School of Medicine and Public Health
Nithya Attipetty, University of Wisconsin School of Medicine and Public Health
Denise Barnes, University of Wisconsin School of Medicine and Public Health
Elaine Pelley, University of Wisconsin School of Medicine and Public Health
Presentation Topic(s)
Instructional Methods
Description
PURPOSE: This project utilizes the tenets of Universal Design for
Learning (UDL), namely multiple means of engagement, expression, and
representation, as a framework to optimize learning for all students by
facilitating knowledge integration as part of clinical reasoning using
concept mapping. The University of Wisconsin School of Medicine and Public
Health's Phase 1 ForWard curriculum utilizes an integrated structure
combining basic science learning with clinical scenario application. Research
on concept mapping shows potential to improve meaningful information
retention and facilitate knowledge transfer. It is aligned with UDL by
allowing flexible representation to visualize knowledge structures of
learners with varying backgrounds.
METHODS: First year medical school students participate in weekly
problem-based cases combining basic science knowledge and small group
reasoning for 10 weeks. They create an individual concept map on Mondays and
utilize their individual maps to create a group map in small groups of eight
students on Thursdays.
RESULTS: To evaluate feasibility and fidelity, we collect data on student
and group completion of concept maps and focus groups with facilitators.
Acceptability is evaluated by learners’ and facilitators’ responses to an
intervention opinion survey. Concept map quality over time and performance on
exam questions mapped to case content are tracked. Learning strategies are
measured with the medical student Motivated Strategies for Learning Questionnaire.
Data from a two-week pilot showed 99% adherence submitting individual maps
and 100% adherence submitting group maps created using both paper-pencil and
digital tools.
CONCLUSIONS: Concept mapping aligned with UDL can be implemented into
first-year case-based learning. Support is needed for facilitators and
students for buy-in and integration into discussions. Pilot data show high
completion rates of both individual and group concept maps. Implementation
into case-based learning scenarios is possible using both low and high tech
tools.
Learning (UDL), namely multiple means of engagement, expression, and
representation, as a framework to optimize learning for all students by
facilitating knowledge integration as part of clinical reasoning using
concept mapping. The University of Wisconsin School of Medicine and Public
Health's Phase 1 ForWard curriculum utilizes an integrated structure
combining basic science learning with clinical scenario application. Research
on concept mapping shows potential to improve meaningful information
retention and facilitate knowledge transfer. It is aligned with UDL by
allowing flexible representation to visualize knowledge structures of
learners with varying backgrounds.
METHODS: First year medical school students participate in weekly
problem-based cases combining basic science knowledge and small group
reasoning for 10 weeks. They create an individual concept map on Mondays and
utilize their individual maps to create a group map in small groups of eight
students on Thursdays.
RESULTS: To evaluate feasibility and fidelity, we collect data on student
and group completion of concept maps and focus groups with facilitators.
Acceptability is evaluated by learners’ and facilitators’ responses to an
intervention opinion survey. Concept map quality over time and performance on
exam questions mapped to case content are tracked. Learning strategies are
measured with the medical student Motivated Strategies for Learning Questionnaire.
Data from a two-week pilot showed 99% adherence submitting individual maps
and 100% adherence submitting group maps created using both paper-pencil and
digital tools.
CONCLUSIONS: Concept mapping aligned with UDL can be implemented into
first-year case-based learning. Support is needed for facilitators and
students for buy-in and integration into discussions. Pilot data show high
completion rates of both individual and group concept maps. Implementation
into case-based learning scenarios is possible using both low and high tech
tools.