Document Type : Original Article


1 Infectious Disease and Tropical Medicine Research Centre, Medical School, Zahedan University of Medical Sciences, Clinical Immunology Research Centre, Medical School, Zahedan University of Medical Sciences, Zahedan, Iran

2 Department of Medical Education, Isfahan University of Medical Education, Isfahan, Iran

3 Medical School, Zahedan University of Medical Sciences, Zahedan, Iran


CONTEXT: Rabies is a viral zoonotic infection of the central nervous system. Annually more
than 59,000 people die of rabies worldwide; human rabies can be prevented by using proper
postexposure prophylaxis. A major component of successful rabies surveillance is well‑educated
medical professional.
AIMS: The aim of this study is evaluate the effect of concept mapping as an active teaching method
on medical students’ knowledge about rabies prophylaxis.
SUBJECTS AND METHODS: It was a pre‑ and post interventional study carried out on 80 medical
interns. Our intervention included Group 1 – trained by concept maps – and Group 2: – trained by
book reading. Data gathering tool was the researcher‑made questionnaire that consisted of seven
open‑ended questions that assessed the interns’ knowledge about animal bite surveillance.
STATISTICAL ANALYSIS USED: Students’ scores of pre‑ and posttests have been analyzed with
paired t‑test and independent t‑test.
RESULTS: Comparing the pre‑ and posttest scores of students in two groups by paired t‑test showed
that interventions have been effective in both the groups; posttest scores of both groups had increased
significantly (P < 0.001). Score mean difference in concept map group was significantly higher than
book reading group based on independent t‑test (P = 0.001).
CONCLUSIONS: It seems that concept mapping as a visual training tool for transferring the concepts
to medical students is more appropriate than the other traditional ones like book reading, but more
research is needed to be sure that active methods are better than traditional ones.


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