Research ArticleIMAGING

Empirical Evidence of the Effectiveness of Concept Mapping as a Learning Intervention for Nuclear Medicine Technology Students in a Distance Learning Radiation Protection and Biology Course

Gregory G. Passmore, Mary Anne Owen and Krishnan Prabakaran
Journal of Nuclear Medicine Technology December 2011, 39 (4) 284-289; DOI: https://doi.org/10.2967/jnmt.111.093062

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Figures

  • FIGURE 1.
    FIGURE 1.

    Student concept map depicting basic concepts of radiation protection: time, distance, and shielding. Note complexity and linking relationships between concepts and between clusters, indicating meaningful understanding of components of radiation protection and how they work together.

  • FIGURE 2.
    FIGURE 2.

    Box plots depicting differences in scores between concept mapping group (treatment group) and non–concept mapping group (control group; no map). Median score for treatment group was significantly higher than median score for control group (z = −2.0381; P = 0.0415).

  • FIGURE 3.
    FIGURE 3.

    Student “concept map” based more on organizational chart structure than on concept map strategy that identifies relationships between concepts. Student confused concept of “activity” with concept of “radiation intensity” in terms of use of distance and shielding as protective measures. This student's “concept map” was used to guide attempts at misconception remediation because this student was experiencing conceptualization difficulties.

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