Concept Mapping: A Tool for Integrated Cognitive and Affective Learning in Genetics Among Foundation in Medical Sciences (FMS) Students

Concepts in genetics are intricate and complicated when taught only through didactic lectures. Tutorials, case-based discussions, and small-group learning are essential for deepening conceptual and contextual learning in genetics. Seminar is a student-centered small group activity that elicits deep learning in students and imparts both self-directed and collaborative learning. Seminar is an educational tool that contributes to both cognitive and affective domains. Unfortunately, it lacks active and collaborative learning by students and proper assessment of outcomes. Concept maps (CM) are one of the approaches to overcome these challenges. Therefore, CMs were introduced for presentation during the seminar. Students (n = 87) were divided into groups, assigned topics in genetics that were covered in large groups during the lecture, and given time to create the CMs and present them during the seminar. At the end of each presentation, an evaluation was obtained from the other participants. The CMs, and their presentation were assessed using rubrics. A questionnaire was used to collect feedback from the students. The data obtained during the session showed that students were able to internalize what they have learned, work collaboratively on their ideas, and communicate effectively with their classmates. The results showed significant improvement in the final examination scores when compared to the mid-term assessment scores, and the feedback reflected the students’ learning and motivation during the process. In conclusion, based on the feedback and the results of this approach, this method could be adopted as an integrated cognitive and affective learning and as an assessment tool.