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- Title
Utility and Evaluation of Mind Mapping as a Complementary Tool in Facilitating Learning Among Second Year Medical Students.
- Authors
S., Ramya; Punnagai, K.
- Abstract
Background: Pharmacology requires recall of vast number of drug names and demands student to critically think and apply this knowledge based on clinical condition. We hence sought to evaluate whether Mind Mapping T-L method is effective in enhancing knowledge recall and promoting critical thinking in the topic of malaria among second year medical students. Description: Twenty-six second year medical students were enrolled in study. First contact session: Students were demonstrated methodology of creating digital mind maps using a freely available Mindomo App. Interim session: (After 1 week) Mind map created by each student was evaluated using MMAR and those with <50% MMAR score were given re-enforcement training sessions. Second contact session (After one week): Students’ Mind maps evaluated. Third contact session (After one month): Feedback on mind mapping teaching-learning tool obtained. Knowledge was assessed in all three-contact sessions using an MCQ assessment. Outcome: Overall student MCQ assessment % score increased from baseline 33% to 36% after two weeks (short term) and to 39% after one month (long-term). Improvement in scores from baseline assessment to long-term assessment was found to be statistically significant. Also higher quality of mind maps (as assessed by MMAR score) statistically positively correlated to improvement in student long-term assessment scores. Conclusion: Based on performance and feedback from students, it was found that Mind Mapping Teaching Learning tool was effective and well received by students.
- Subjects
MIND maps; MEDICAL students; DIGITAL maps; CRITICAL thinking; DIGITAL mapping
- Publication
Journal of Clinical & Diagnostic Research, 2022, Vol 16, p13
- ISSN
0973-709X
- Publication type
Article