Concept Mapping
An Innovative Approach to Clinical Case Analysis in an Undergraduate Medical Education Curriculum in Social Sciences, Humanities, Ethics, and Professionalism
Bibliographic Data
| ID | 21598400 |
|---|---|
| Authors | Jeffrey T Berger (0000-0001-7702-7496, NYU Long Island School of Medicine, corresponding author), Dana Ribeiro Miller (0000-0002-5961-2648, NYU Long Island School of Medicine), Melissa Mooney (NYU Long Island School of Medicine) |
| Year | 2025 |
| Volume | 34 |
| Issue | 3 |
| Pages | 405-411 |
| Publication date | 2025-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Cambridge Quarterly of Healthcare Ethics (JOURNAL) |
| Journal identifiers | ISSN: 0963-1801 • E-ISSN: 1469-2147 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0963180124000380 |
| PMID | 39620405 |
| OpenAlex | W4404927009 |
| Language | EN |
| References cited | 22 |
Although ethics is increasingly integrated in the curriculum of U.S. medical schools, it remains not well integrated with system issues, and social and structural contexts of illness. Moreover, ethical analysis is not often taught as a clinical skill. To address these issues, an outcomes driven course in Social Sciences, Humanities, Ethics and Professionalism (SHEP) was created. Within the course, a web-based concept mapping device, SHEP Case Analysis Tool (SCAT), was created which schematizes the structure and flow of clinical cases from diagnosis to treatment options, to shared decision making to outcome, and includes key stakeholders, influences, and structural features of the health system. In the course, each student analyzes a case in which they were directly involved using SCAT and presents their analysis to faculty and peers. This exercise 1) reinforces knowledge-based portions of the course pedagogy, 2) supports meta-cognition and critical thinking through concept mapping, 3) applies multidimensional analysis to identify ethical, social, and system issues that impact patient-care. 4) develops problem solving skills, 5) counters the hidden curriculum/support professional identity formation, and 6) develops skills in reflective discourse. This paper outlines the development and use of this concept mapping case analysis tool in an undergraduate medical education curriculum
Curriculum · Engineering ethics · Health care · Medical education · Medical ethics · Medical humanities · Pedagogy · Political science · Sociology · Empathy and Medical Education · Engineering · Ethics in medical practice · Innovations in Medical Education · Medicine · Psychology
| Highly cited | No |
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