Data collection tool and technique

Pretest and posttest questionnaires were prepared and validated. The pretest was conducted on the topic of glomerular filtration. A lecture was conducted on the topic of glomerular filtration for all students. The assignment was given to an interventional group to prepare a concept map on glomerular filtration. For control groups, question-answer was discussed in the tutorial session.

After submitting the assignment by the interventional group and the question-answer discussion for control groups, a posttest was conducted as a surprise class test after 2-3 days, including MCQs and problem-solving questions. 30% of questions were recall type, and 70% were clinical scenario-based. Validation of the interventional module was conducted by external validation.

The mean gain score in learning was calculated as the difference between the mean posttest and mean pretest.

Raw Gain (G0) was calculated as the difference between the percentage scored in the posttest and the percentage scored in the pretest (G0= % posttest score-% pretest score).

Absolute learning gain was calculated as the difference between posttest and pretest scores divided by the maximum score times a hundred. AGL = (posttest-pretest/max score) × 100.

Relative learning gain was calculated as the difference between posttest and pretest scores divided by pretest score times a hundred. RGL = (posttest-pretest/pretest score) × 100.

Average normalized gain (G1) was calculated as the difference between Posttest and pretest scores divided by a hundred minus the pretest score. G1= (Posttest-pretest/(100-pretest).[14]

The average normalized gain was used to evaluate the effectiveness of the intervention. A score of more than 30% was considered statistically significant as per Hake’s criteria for the effectiveness of an educational tool.[14,15]

Entry of data and its analysis was performed on Microsoft Excel. Paired Student’s T-test was used to compare the pre- and posttest scores. Unpaired Student’s T-test was used to compare the scores of interventional groups with controls. P <0.05 was considered statistically significant.

After the completion of the study, feedback on concept mapping was obtained from the interventional group. Validation of the feedback questionnaire was performed by external validation. The control group students were sensitized about concept mapping and assigned to draw concept mapping on the same topic.