{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,27]],"date-time":"2026-08-27T14:24:46Z","timestamp":1787840686737,"version":"build-2784847793"},"reference-count":17,"publisher":"Ovid Technologies (Wolters Kluwer Health)","issue":"1","content-domain":{"domain":["lww.com","ovid.com"],"crossmark-restriction":true},"short-container-title":[],"abstract":"<jats:sec>\n                    <jats:title>CONTEXT:<\/jats:title>\n                    <jats:p>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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>AIMS:<\/jats:title>\n                    <jats:p>The aim of this study is evaluate the effect of concept mapping as an active teaching method on medical students\u2019 knowledge about rabies prophylaxis.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>SUBJECTS AND METHODS:<\/jats:title>\n                    <jats:p>It was a pre- and post interventional study carried out on 80 medical interns. Our intervention included Group 1 \u2013 trained by concept maps \u2013 and Group 2: \u2013 trained by book reading. Data gathering tool was the researcher-made questionnaire that consisted of seven open-ended questions that assessed the interns\u2019 knowledge about animal bite surveillance.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>STATISTICAL ANALYSIS USED:<\/jats:title>\n                    <jats:p>\n                      Students\u2019 scores of pre- and posttests have been analyzed with paired\n                      <jats:italic toggle=\"yes\">t<\/jats:italic>\n                      -test and independent\n                      <jats:italic toggle=\"yes\">t<\/jats:italic>\n                      -test.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>RESULTS:<\/jats:title>\n                    <jats:p>\n                      Comparing the pre- and posttest scores of students in two groups by paired\n                      <jats:italic toggle=\"yes\">t<\/jats:italic>\n                      -test showed that interventions have been effective in both the groups; posttest scores of both groups had increased significantly (\n                      <jats:italic toggle=\"yes\">P<\/jats:italic>\n                      &lt; 0.001). Score mean difference in concept map group was significantly higher than book reading group based on independent\n                      <jats:italic toggle=\"yes\">t<\/jats:italic>\n                      -test (\n                      <jats:italic toggle=\"yes\">P<\/jats:italic>\n                      = 0.001).\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>CONCLUSIONS:<\/jats:title>\n                    <jats:p>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.<\/jats:p>\n                  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