Abstract
Objective: We aimed to evaluate the impact of concept mapping, based on the pathophysiology of diseases, on the diagnostic accuracy of medical students. Methods: Experimental study with 4th year medical students in Belo Horizonte, Minas Gerais.46 students participated in the study, divided into two groups: concept mapping (GM) (n = 24) and control (CG) (n = 22). In the training phase (phase 1), students resolved 6 clinical cases, corresponding to two clinical syndromes. GM students made a conceptual map and pointed out a final diagnosis and two differentials. GC students performed a distracting activity. The evaluation phase (phase 2) was conducted one week after the training and the participants were instructed to list the most likely diagnosis of 8 other clinical cases, without specific guidance. Results: We observed a reduction in the students' performance when comparing phase 2 with phase 1 in both groups (60.8 ± 18.3 to 44.8 ± 17.7 (GM); 62.5 ± 25.3 to 44.4 ± 17.9 (CG); p = 0.032). There was no association between concept mapping and student performance in either phase (p = 0.577). Conclusion: There was no association between the development of the conceptual map oriented to pathophysiological mechanisms and diagnostic accuracy in medical students.