then has given hundreds of Mind Mapping classes and published an online. Anatomic Pathology and Clinical Laboratories Medical Director and Director of. Mind Maps in Pathology book. Read 2 reviews from the world's largest community for readers. Mind Maps offer a simple and visual way to record the main. Title Slide of Mind maps pathology. Nicolas Lévy. Differential diagnosis for physical therapists screening for referral 5e pdf. alannazlikian.
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Mind Maps in Pathology: Medicine & Health Science Books @ stansaturtowi.cf International Standard Book Number (eBook - PDF). This book contains Mind Maps for Medical Students represents an industrious and valuable piece of work from an Even its format has been designed with the student in mind – it is pocket sized this pathology dominates. Mind Maps in Pathology by Peter Dervan, , available at Book Depository with free delivery worldwide.
Disorders of metabolism and homeostasis.
Ischaemia, infarction, and shock. Immunology and immunopathology. Carcinogenesis and neoplasia.
Aging and death III. Systematic pathology: Cardiovascular system. Respiratory tract. Alimentary system. Liver, biliary tract, and exocrine pancreas. Endocrine system. Female genital tract.
Male genital tract. Kidneys and urinary tract. Lymph nodes, thymus, and spleen. Blood and bone marrow. Osteoarticular and connective tissue. Central and peripheral nervous system show more. Review quote.. That in itself may make this a worthwhile download. Rating details.
Our customer reviews I love these mind maps they make things so much easier for the visual learner like myself. You can complement your maps by adding extra notes from your pathology text book.
I am definetely going to download those for medicine and surgery. Excellent for quick review when your time is limited and your need to have the big picture quickly. I would recommend to any visual-spatial learner, It truly helps when the information at medical school are thrown at you within seconds. I only wish they were also available in Microbiology, Immunology and Pharmacology since these subjects require a whole lot of memorisation.
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Goodreads is the world's largest site for readers with over 50 million reviews. It was developed by Novak et al. According to Novak and Gowin, concept maps CMs are defined as a graphic tool that organizes and illustrates the student's understanding of the relationships between different concepts in a particular subject. They encourage active learning, independent learning, and conceptual learning [Figure 1] and [Figure 2].
Figure 1: Linear learners: The relationship between learned concepts and facts in linear learners.
Linear learners memorize facts in a unidirectional way starting from the beginning on the left side. They keep adding more facts as they continue to memorize. They can only respond to a question on this information if tested as a memorized set of facts.
They may not be able to apply it as a concept with variable inputs to analyze and solve problems Click here to view Figure 2: Integrative learners: The relationship between learned concepts and facts in integrative learners. Integrative learners are able to put the facts in a conceptual manner to understand the whole relationship. They can analyze and interpret the variable inputs as depicted by arrows with their implied associations and thus identify and solve problems Click here to view The arrangement of facts and ideas in a conceptual framework allows for easy recall and application.
They have been utilized as an efficient tool to assess learning, identify misconceptions, show gaps in knowledge, and promote effective learning.
Pathology cannot be learned by rote memorization of a set of data or a sequence of events. All the correlations and permutations cannot be given in lecture handouts or textbooks.
In this regard, the use of CMs is important in directing the student to moving from linear learning patterns to more integrated ones. It helps in the development of critical thinking abilities. Students who submitted CMs were found to achieve better examination scores  ,  and to perform better in problem-solving skills. Subjects and Methods The pathology course is offered twice a year approximately students in each class and hence generated approximately 12,—13, CMs each year.
Over the past 11 years, we have collected over , such maps and analyzed them for formative feedback to the students. The data used for the present study were selected from the pool of CMs collected from one class. All students who attended the course and regularly submitted all their CMs were included in the study.
Accordingly, a sample of students was selected. For each selected student, all the CMs from general pathology submitted during the beginning weeks of the course as well as all the CMs from systemic pathology submitted toward the end of the course were selected.
The students were instructed on how to draw CMs at the beginning of the pathology course at a special 2 h laboratory session. During the same session, students were actively enrolled in a group exercise that allowed them to collaborate in drawing a single CM using a randomly selected topic from general pathology.
Each student was subsequently required to draw and submit one CM per week on any topic taught previously within the course. Each student was required to submit a minimum of ten CMs throughout the course.
Thus, a total of CMs were included in the study. These CMs were evaluated by trained faculty who provided feedback on the quality of the CM to the respective student.
The students were encouraged to first select an important topic from the course material taught in the preceding week, then identify and list the key points relevant to that topic. The main concepts were first written inside a box or circle. In addition, a list of key points was similarly written and organized in a hierarchical manner around the main concepts and according to their relevance in a two-dimensional diagram.