Online testable concept maps improve pathology quiz scores with moderate-to-large effect sizes (Cohen's d = 0.7–0.8)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 In Ho et al. (2014), concept maps improved quiz scores on renal disease (d = 0.8) and hepatic disease (d = 0.7) versus existing online resources. → Aljamal Husam 2025

Evidence¶

Aljamal Husam 2025¶

Aljamal Husam, Alawneh Rama, Derbas Afnan, Edaibes Mohammad, Ahmed Aya, Amer Lama, Alzoubi Hiba, Serhan Hashem Abu Habuser. (2025). Efficacy of mind maps and concept maps in enhancing academic performance among undergraduate medical students in the preclinical stage: a systematic review. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-025-10437-4

q3 · i3 · quant-synthesis · r2

Randomized crossover RCT of 65 Year 1–2 medical students given access to online testable pathogenesis maps or existing online resources in 2-week blocks. The review reports significant quiz improvements with "Cohen's d = 0.8" for renal and "Cohen's d = 0.7" for hepatic disease quizzes.

"Ho et al. (2014) found significant score improvements in quizzes on renal (mean score: 56.0% vs. 46.1%, p < 0.01, Cohen's d = 0.8) and hepatic diseases (mean score: 66.1% vs. 56.8%, p < 0.01, Cohen's d = 0.7)"

Discussion¶

Related Claims¶

• Learner-constructed graphic organizers are not shown to outperform provided ones: the one direct test, with college readers, favoured provided organizers on transfer — related
• Mind mapping significantly improves knowledge retention in neuroanatomy learning versus didactic lecture (Teli et al., 2020) — related
• Mind maps and concept maps significantly enhance knowledge retention, recall, and assessment performance in four of six RCTs among preclinical medical students — a broader claim this one bears on