Abstract

Background: The mind map (MM) is a powerful graphic technique that can be applied to improve learning and clearer thinking. MMs can be used as self-learning methods that facilitate understanding of difficult concepts. A learning strategy underutilized in medical education is MM. MMs are multisensory tools that may help medical students organize, integrate, and retain information. Recent work suggests that using MM as a note-taking strategy facilitates critical thinking. Aims and Objectives: Our objective was to evaluate the effectiveness of using MMs as a self-learning method for the st st 1 year MBBS students.
Materials and Methods: A total of 60 1 year MBBS students were randomly selected and assigned to two equal groups (MM vs. usual study technique). A text on glucose homeostasis was selected as self-study material. The MM group was given a 45-min lesson in the technique. Both groups were exposed to the study text for a 45-min period and were requested to answer four structured questions based on the study text.
Results: There was no significant difference between the test scores of two groups. The average marks obtained by the MM group were 30.97 ± 0.40. It was 32 ± 0.32 in the usual study technique group. Majority from the MM group felt that it is useful to summarize information and active learning. They wanted to study further about MM and use it in other subjects. Conclusion: MM technique is not superior in newly admitted medical students for short-term learning; however, most students reported it as a useful learning tool in active learning. st