Background:
Medical curriculum is vast and retaining information is a challenge. Mind mapping is a tool that can facilitate retention of information by actively involving the learner in the learning process.
Aim:
Current study was conducted to assess the effectiveness of mind mapping as a tool for knowledge retention and revision; and to explore the perceptions of students regarding its utility.
Methods:
A concurrent mixed-methods study was conducted in the Microbiology department involving 73 phase-II medical students. Students were divided into two groups by stratified random sampling ensuring equal distribution of slow, moderate and fast learners. Group-A consisting of 36 students was trained on the usage of mind maps. After a didactic lecture, group-A used mind mapping whereas group-B, consisting of 37 students used conventional reading for learning and revision. Mean scores of the two groups in MCQ-based test at 1 week and 1 month was compared and statistical significance assessed using independent-sample t-test. Perception of mind mapping among the students was assessed using a questionnaire and Focus Group Discussions and presented in the form of themes.
Results:
Our study showed significant difference in MCQ scores at 1 week (p
Key words: Mind mapping, Microbiology, Medical education, Information retrieval
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