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Background: The study aims to evaluate cognitive gain, student perceptions of concept mapping, compare its effectiveness versus traditional methods, and teach the use of concept mapping as a learning strategy in physiology for clinical practice. Materials and Methods: The study involved 122 students from two batches of First BHMS at CMP Homeopathic Medical College, Mumbai. They were taught concept maps, sent YouTube videos, and instructed to draw them in their A3 drawing book. Awards were given for best concept mapping book, and a survey was conducted to compare different learning methods with Concept Mapping. Results: The study reveals that concept mapping is a highly effective learning tool that significantly enhances cognitive gains among physiology students, making it a robust pedagogical strategy that can provide profound and meaningful learning experiences in the complex field of physiology education. Conclusion: The study survey highlighted how concept mapping helps CMP Homeopathic Medical College, Mumbai's First BHMS students learn more effectively. Also, idea mapping improves comprehension and academic achievement by allowing for meaningful links between concepts. The suggestion of concept mapping as an effective teaching strategy within the CBDC curriculum is supported by the favorable comments from students and the benefits that have been noted. Subsequent investigations ought to go deeper into the workings of idea mapping and examine its enduring effects on knowledge retention and application.
Avishkar Zagday (Thu,) studied this question.