Process mapping and learning (PmapL) is a collection of collaborative researchers utilising a microanalytic method called process mapping.
Process mapping: Process mapping was developed by Gerry Corrigan for his doctoral research at The University of Sydney. A process map visibly represents learners’ decisions sequentially. Each process map represents a learner’s decisions about learning processes for a single interview prompt. Process maps provide a means of illustrating how learners’ decisions relate to each other. They are designed to compare the decisions learners make about a range of learning processes, from one learning event to the next. Process mapping enables learners’ decisions to be analyzed both qualitatively and quantitatively and as a research approach will continue to contribute to the ongoing analysis of learning.
Process mapping research provides feedback about learning by unpacking the black-box process of decision-making and precisely mapping out how and why people made the decisions they did. The research projects utilizing process mapping are designed to explore how learners go about the business of learning. All current and proposed projects are based in medical education, though there is no reason to confine this research method to that specific area.
The principal investigators also welcome and encourage new, undefined projects in any area of learning that could utilize this microanalytic method.
Status of projects
- What does process mapping reveal about how students engage with clinical reasoning in problem-based learning?
- Longitudinal mapping of learning in problem-based learning (multiple-year longitudinal study).
- Collaboration in problem-based learning.
- Knowledge acquisition in problem-based learning.
- How do learners acquire clinical reasoning skills in problem-based learning?
- Clinical reasoning in general practice.
Singh, C. (Year 2 MChD) What does process mapping reveal about how students engage with clinical reasoning in PBL?
Supervisors: Associate Professor Gerry Corrigan | Dr. Suzanne Estaphan
Smith, P. (Year 2, MChD, Junior Medical Officer) Unpacking problem-based learning: the decisions learners make.
Supervisors: Associate Professor Gerry Corrigan | Dr. Lynette Johns-Boast
Smith, P & Corrigan, G (2018) How learners learn: A new microanalytic assessment method to map decision-making. Medical Teacher, 40:12, 1231-1239.
Corrigan, G. (2012) Self-regulated learning in medical education: the next steps. Medical Education, 46:9, 920.
Corrigan, G. (2001) Conceptual Development, Investigative Skills and Decisions About Processes. PhD thesis. The University of Sydney
Corrigan, G and Smith, P (2019) A new approach to learning how to learn? Making better decisions, more often. (Oral presentation - PEaRL) Australian & New Zealand Association for Health Professional Educators (ANZAHPE) 2019 Conference, Canberra, 1-4 July 2019.
Smith, P and Corrigan, G (2019) How learners learn: a new microanalytic assessment method to map decision-making. (Poster presentation) Australian & New Zealand Association for Health Professional Educators (ANZAHPE) 2019 Conference, Canberra, 1-4 July 2019.