Concept map and problem-based learning in health management post graduate course

            There is no lack of general guidance as to the design of the exercises for problem based learning PBL. But when one begins designing an exercise, meets several obstacles not solved in the literature. This paper helps solving one of these obstacles. Concretely, it helps to understand if it is worth while accompanying PBL exercise with a concept map. The paper presents the results of an experiment on the use of the concept map during the health management post graduate course in the Pontifical Javeriana University in Bogotá, Colombia. The course was realised in a hybrid way, combining the traditional teaching with PBL.
            Before the experiment, the authors designed PBL exercise based on the constructivist literature, and created the concept map of the situation. The aim of PBL exercise consisted in training the students to use the transaction costs theory while defining the limits of the organization.
            The experiment was made in two groups of students. The authors presented the students with a PBL problem. The observation group additionally had a concept map of the situation. The control group did not have the concept map. When the PBL exercise was solved, the students presented the exam of knowledge. The exam used standard multiple choice questions. The students also responded a survey of perception of the PBL method.
            The authors made the Cronbach alpha test and the "t" test to verify the internal congruence of the questionnaire and the statistical significance of the difference between the groups.
            The results show that the use of the concept map improves the learning, although does not affect the perception of PBL method. The results of the experiment allow us to recommend the inclusion of the concept maps in PBL teaching material.