Medical EducationNCT07643116
Impact of Concept Mapping in Case-Based Learning Among Medical Students
A study testing Case-Based Learning Without Concept Mapping, Teacher-Constructed Concept Mapping and Student Co-Constructed Concept Mapping in people with Medical Education and Clinical Reasoning, run by University Tunis El Manar at 1 site in Tunisia.
Trial summary
This prospective randomized study aims to compare the impact of three Case-Based Learning (CBL) approaches on knowledge acquisition, knowledge retention, and clinical reasoning development among third-year medical students during their obstetrics and gynecology rotation. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Medical Education, Clinical Reasoning, Case-based Learning
- What is being tested?
- Case-Based Learning Without Concept Mapping, Teacher-Constructed Concept Mapping and Student Co-Constructed Concept Mapping
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 26 participants
- Where
- 1 siteTunisia
- Study dates
- 1 Feb 2026to 31 Mar 2026
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Third-year medical students enrolled in the Obstetrics and Gynecology rotation.
- Completion of the preeclampsia learning module before the educational session.
- Provision of informed consent.
Who cannot join
- Refusal to participate.
- Failure to complete the pre-test, post-test, synthesis assessment, or delayed -post-test.
- Absence from the educational session.
- Incomplete study data.
Trial locations and contacts
1 site in 1 country.
About this study
Official title: Impact of Concept Mapping and Its Integration Modality in Case-Based Learning on Knowledge Acquisition, Knowledge Retention, and Clinical Reasoning Development Among Third-Year Medical Students: A Prospective Randomized Study
This prospective randomized study aims to compare the impact of three Case-Based Learning (CBL) approaches on knowledge acquisition, knowledge retention, and clinical reasoning development among third-year medical students during their obstetrics and gynecology rotation.
Participants are randomly assigned to one of three groups: CBL without concept mapping, CBL with a teacher-constructed concept map, or CBL with a concept map co-constructed by students during the learning session. Knowledge acquisition and retention are assessed using pre-tests, immediate post-tests, and delayed post-tests. Clinical reasoning and knowledge organization are evaluated using a synthesis exercise.
The study seeks to determine whether concept mapping and the modality of its integration into CBL enhance learning outcomes and clinical reasoning skills in undergraduate medical education.
Read the detailed description
Case-Based Learning (CBL) is a learner-centered educational approach that promotes active learning and clinical reasoning through the discussion of authentic clinical cases. Concept maps are educational tools that help learners organize, integrate, and connect knowledge.
This prospective randomized study was conducted among third-year medical students during their obstetrics and gynecology rotation at the Maternity and Neonatology Center of Tunis. Eligible students who had reviewed the official preeclampsia learning module were randomly allocated to one of three educational interventions:
- Case-Based Learning without concept mapping.
- Case-Based Learning with a concept map designed by the instructor and presented at the end of the session.
- Case-Based Learning with a concept map progressively developed by students under instructor supervision.
All groups were exposed to the same clinical case, learning objectives, instructor, and teaching duration. Learning outcomes were assessed using a pre-test, an immediate post-test, a delayed post-test administered two weeks later, and a synthesis exercise evaluating knowledge organization and clinical reasoning.
The primary outcome is the effect of concept mapping and its integration modality on clinical reasoning and knowledge organization, assessed through the synthesis exercise score. Secondary outcomes include knowledge acquisition and knowledge retention assessed through test scores and score variations over time.
The findings of this study may contribute to identifying effective educational strategies for improving learning and clinical reasoning in undergraduate medical education.
- Conditions
- Medical Education, Clinical Reasoning, Case-based Learning, Concept Mapping Versus Interviews
- Being tested
- Case-Based Learning Without Concept Mapping, Teacher-Constructed Concept Mapping, Student Co-Constructed Concept Mapping
- Keywords
- Medical Education, Case-Based Learning, CBL, Concept Mapping, Clinical Reasoning, Knowledge Acquisition, Knowledge Retention, Undergraduate Medical Education, Medical Students, Preeclampsia, Educational Intervention, Active Learning
- Medical subject headings
- Pre-Eclampsia
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Case-Based Learning Without Concept MappingBehavioural
Participants receive a Case-Based Learning session without the use of concept mapping.
Teacher-Constructed Concept MappingBehavioural
Participants receive a Case-Based Learning session supplemented by a concept map designed and presented by the instructor.
Student Co-Constructed Concept MappingBehavioural
Participants receive a Case-Based Learning session supplemented by a concept map progressively developed by students under instructor supervision.
| Study group | Role | What they receive |
|---|---|---|
| CBL Without Concept Mapping | Experimental | Participants receive a Case-Based Learning session without the use of concept mapping. Receives: Behavioral: Case-Based Learning Without Concept Mapping |
| CBL With Teacher-Constructed Concept Map | Experimental | Participants receive a Case-Based Learning session supplemented by a concept map prepared and presented by the instructor. Receives: Behavioral: Teacher-Constructed Concept Mapping |
| CBL With Student Co-Constructed Concept Map | Experimental | Participants receive a Case-Based Learning session supplemented by a concept map progressively developed by students under instructor supervision. Receives: Behavioral: Student Co-Constructed Concept Mapping |
What is being measured
The primary outcome is the main question the study is designed to answer.
Clinical Reasoning Score
Assessment of knowledge organization and clinical reasoning using the Narrative Question Score (NQS). The score ranges from 0 to 20 points, with higher scores indicating better clinical reasoning and knowledge organization.
Measured: Immediately after completion of the Case-Based Learning session
Secondary outcomes (2)
Knowledge Acquisition Score
Assessment of knowledge acquisition using the difference between post-test and pre-test scores. Test scores range from 0 to 20 points, with higher scores indicating better knowledge acquisition.
Measured: Immediately after completion of the learning session
Knowledge Retention Score
Assessment of knowledge retention using the delayed post-test score obtained two weeks after the learning session. Scores range from 0 to 20 points, with higher scores indicating better knowledge retention.
Measured: Two weeks after completion of the learning session
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted11 Jun 2026
- Study start1 Feb 2026
- Primary completion31 Mar 2026
- Study completion31 Mar 2026
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (3)Papers the sponsor has linked to this study.
- Other trials for Medical EducationStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- Participants are randomly assigned to one of three parallel groups: Case-Based Learning without concept mapping, Case-Based Learning with a teacher-constructed concept map, or Case-Based Learning with a student co-constructed concept map. Learning outcomes and clinical reasoning are compared across groups.
- Masking
- None (open label)
- Enrolment
- 26 participants (actual)
Sponsor and investigators
- Lead sponsor
- University Tunis El Manar
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Ben marzouk Sofiene, University Tunis El Manar
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT07643116
- Sponsor's protocol ID
- CBL/2026
- Status last verified
- Jun 2026
- First submitted
- 7 Jun 2026
- Last updated
- 15 Jun 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Torre DM, Durning SJ, Daley BJ. Twelve tips for teaching with concept maps in medical education. Med Teach. 2013;35(3):201-8. doi: 10.3109/0142159X.2013.759644.
PubMed 23464896Thistlethwaite JE, Davies D, Ekeocha S, Kidd JM, MacDougall C, Matthews P, Purkis J, Clay D. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Med Teach. 2012;34(6):e421-44. doi: 10.3109/0142159X.2012.680939.
PubMed 22578051Novak JD, Cañas AJ. The Theory Underlying Concept Maps and How to Construct and Use Them. Technical Report IHMC CmapTools. 2008.
Study at a glance
From the registry record, last updated by the sponsor on 15 Jun 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Impact of Concept Mapping and Its Integration Modality in Case-Based Learning on Knowledge Acquisition, Knowledge Retention, and Clinical Reasoning Development Among Third-Year Medical Students: A Prospective Randomized Study
- ClinicalTrials.gov ID
- NCT07643116
- Acronym / sponsor ID
- CBL/2026
- Conditions
- Medical Education, Clinical Reasoning, Case-based Learning, Concept Mapping Versus Interviews
- Keywords
- Medical Education, Case-Based Learning, CBL, Concept Mapping, Clinical Reasoning, Knowledge Acquisition, Knowledge Retention, Undergraduate Medical Education
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 26 participants (actual)
- Lead sponsor
- University Tunis El ManarUniversity, hospital or other
- Study start
- 1 Feb 2026 (actual)
- Primary completion
- 31 Mar 2026 (actual)
- Study completion
- 31 Mar 2026 (actual)
- First posted
- 11 Jun 2026 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This prospective randomized study aims to compare the impact of three Case-Based Learning (CBL) approaches on knowledge acquisition, knowledge retention, and clinical reasoning development among third-year medical students during their obstetrics and gynecology rotation.
Participants are randomly assigned to one of three groups: CBL without concept mapping, CBL with a teacher-constructed concept map, or CBL with a concept map co-constructed by students during the learning session. Knowledge acquisition and retention are assessed using pre-tests, immediate post-tests, and delayed post-tests. Clinical reasoning and knowledge organization are evaluated using a synthesis exercise.
The study seeks to determine whether concept mapping and the modality of its integration into CBL enhance learning outcomes and clinical reasoning skills in undergraduate medical education.
Detailed description
Case-Based Learning (CBL) is a learner-centered educational approach that promotes active learning and clinical reasoning through the discussion of authentic clinical cases. Concept maps are educational tools that help learners organize, integrate, and connect knowledge.
This prospective randomized study was conducted among third-year medical students during their obstetrics and gynecology rotation at the Maternity and Neonatology Center of Tunis. Eligible students who had reviewed the official preeclampsia learning module were randomly allocated to one of three educational interventions:
- Case-Based Learning without concept mapping.
- Case-Based Learning with a concept map designed by the instructor and presented at the end of the session.
- Case-Based Learning with a concept map progressively developed by students under instructor supervision.
All groups were exposed to the same clinical case, learning objectives, instructor, and teaching duration. Learning outcomes were assessed using a pre-test, an immediate post-test, a delayed post-test administered two weeks later, and a synthesis exercise evaluating knowledge organization and clinical reasoning.
The primary outcome is the effect of concept mapping and its integration modality on clinical reasoning and knowledge organization, assessed through the synthesis exercise score. Secondary outcomes include knowledge acquisition and knowledge retention assessed through test scores and score variations over time.
The findings of this study may contribute to identifying effective educational strategies for improving learning and clinical reasoning in undergraduate medical education.
Study design
- Primary purpose
- Other
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 3
- Model description
- Participants are randomly assigned to one of three parallel groups: Case-Based Learning without concept mapping, Case-Based Learning with a teacher-constructed concept map, or Case-Based Learning with a student co-constructed concept map. Learning outcomes and clinical reasoning are compared across groups.
| Arm | Type | Receives |
|---|---|---|
| CBL Without Concept Mapping | Experimental | Behavioral: Case-Based Learning Without Concept MappingParticipants receive a Case-Based Learning session without the use of concept mapping. |
| CBL With Teacher-Constructed Concept Map | Experimental | Behavioral: Teacher-Constructed Concept MappingParticipants receive a Case-Based Learning session supplemented by a concept map prepared and presented by the instructor. |
| CBL With Student Co-Constructed Concept Map | Experimental | Behavioral: Student Co-Constructed Concept MappingParticipants receive a Case-Based Learning session supplemented by a concept map progressively developed by students under instructor supervision. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (3 listed)
- Third-year medical students enrolled in the Obstetrics and Gynecology rotation.
- Completion of the preeclampsia learning module before the educational session.
- Provision of informed consent.
Key exclusion criteria (4 listed)
- Refusal to participate.
- Failure to complete the pre-test, post-test, synthesis assessment, or delayed -post-test.
- Absence from the educational session.
- Incomplete study data.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Case-Based Learning Without Concept MappingParticipants receive a Case-Based Learning session without the use of concept mapping. | Behavioural | CBL Without Concept Mapping |
| Teacher-Constructed Concept MappingParticipants receive a Case-Based Learning session supplemented by a concept map designed and presented by the instructor. | Behavioural | CBL With Teacher-Constructed Concept Map |
| Student Co-Constructed Concept MappingParticipants receive a Case-Based Learning session supplemented by a concept map progressively developed by students under instructor supervision. | Behavioural | CBL With Student Co-Constructed Concept Map |
Primary outcome
Clinical Reasoning Score
Time frame: Immediately after completion of the Case-Based Learning session
Assessment of knowledge organization and clinical reasoning using the Narrative Question Score (NQS). The score ranges from 0 to 20 points, with higher scores indicating better clinical reasoning and knowledge organization.
2 secondary outcomes
Knowledge Acquisition Score
Time frame: Immediately after completion of the learning session
Knowledge Retention Score
Time frame: Two weeks after completion of the learning session
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 15 Jun 2026.
- Background: PubMed 23464896Torre DM, Durning SJ, Daley BJ. Twelve tips for teaching with concept maps in medical education. Med Teach. 2013;35(3):201-8. doi: 10.3109/0142159X.2013.759644.
- Background: PubMed 22578051Thistlethwaite JE, Davies D, Ekeocha S, Kidd JM, MacDougall C, Matthews P, Purkis J, Clay D. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Med Teach. 2012;34(6):e421-44. doi: 10.3109/0142159X.2012.680939.
- BackgroundNovak JD, Cañas AJ. The Theory Underlying Concept Maps and How to Construct and Use Them. Technical Report IHMC CmapTools. 2008.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
The record lists no contact. Use the official record to reach the sponsor.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Case-Based Learning Without Concept Mapping, Teacher-Constructed Concept Mapping and Student Co-Constructed Concept Mapping in people with Medical Education and Clinical Reasoning, run by University Tunis El Manar at 1 site in Tunisia.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 3 inclusion and 4 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 15 Jun 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in Tunisia. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Clinical Reasoning Score (time frame: Immediately after completion of the Case-Based Learning session). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT07643116, which also lists 3 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 15 Jun 2026.