The current syllabus being immense students memorize facts rather than understanding

and application of the knowledge. Active learning is a form of learning in which

teaching strives to involve students in the learning process more directly than in other

methods. Active learning coordinates with the principles of constructivism which are,

cognitive, meta-cognitive, evolving and affective in nature. A teaching tool which

initiates self-directed learning is the need of the hour. Passive learning is a learning

strategy that focus on memorization without an effort to understand and connect

information. Passive learners lack cognitive motivation through the learning process,

and do not connect between information units. In contrast, active learning involves the

learner in activities that encourage meaningful learning. While the traditional teaching

methods are sound and effective, the teacher is always on the lookout for a learning

approach which instigates the student to think and acquire information. A mind map is a

diagram to visually organize information. It is hierarchical and shows relationships

among pieces of the whole.

Mind maps originally presented by Tony Buzan in 1968 is an innovative teaching tool.

Mind maps are active learning approaches that involve the learner in the learning

process, and permit the learner to integrate information actively on a metacognitive

level.

INTRODUCTION

OBJECTIVE

RESULT

Results for the rubric:

Level 1-2%

Level 2-2%

Level 3-89%

Level 4—7%

CONCLUSION

Mind maps are a good way to recall learnt information. They can be expanded as one

remembers things that need to be added. Our study showed good results for short term

memory. There is need to evaluate long term memory. Constructivism underlies mind

mapping and concept mapping as learning strategies which are promising approaches in

the setting of medical education. In the application of the mind map, addition of colors

and pictures facilitate memory , and enables the student to have linear-and visual-

oriented learning styles.

LESSON LEARNT

The mind mapping technique was not easily accepted by the final year students. But

once it was taught they enjoyed making the maps. It could be a valuable tool for

teaching medicine. The technique has certain rules, which make the student think

clinically .Mind maps induce non-linear associative thinking.

The objective is to assess the mind maps by a mind map rubric.

Professor & Head, Dept of Pediatrics, NKP Salve Institute of Medical Sciences

DR. NILOFER MUJAWAR

MIND MAPS IN MEDICAL EDUCATION

STUDY SETTING

NKP Salve Institute of Medical Sciences.

METHODOLOGY

Final year MBBS students

SAMPLE

To evaluate the effectiveness of mind maps in short term recall of factual information

AIM

PROCEDURE

Students were asked to volunteer to participate in the study. They were allotted to two

groups- the mind map group and the non mind map group. The mind map group was

taught mind maps independently. A topic from their curriculum of 600 words was

selected. A pretest on the topic was given. The two groups were taught the selected

topic collectively. The mind map group was asked to draw a map based on the topic

while the non mind group followed their own method of learning. The class was

administered the post test questionnaire. This will test their short memory. The mind

maps of the students were tested by a specially designed mind map rubric.

Statistical analysis. :

The obtain data was statistically analyzed by applying descriptive (Mean, Standard

Deviation, t-value) of significance of mean differences in term of various variable using

QI-Macros 2014 Software.

Name ____________________ Date _________________

Rubric for the Mind Map

Learning target I can use mind mapping to show how BIG IDEAS/THEMES are connected throughout a video “ text”

Criteria Leave 1 Level 2 Level 3 Level 4 Depth of content (Knowledge)

Bare minimum of content covered

No extension of ideas evident

Shows a basis level of coverage of key ideas only

Attempts extension of a few ideas

Shows a basic level of coverage of key ideas

Shows extension of most key ideas

Shows a solid grasp of all the content covered

Extensions of the key ideas show a deep understanding of the interrelated nature of the content

Central Ideas (Communication)

Present but difficult to separate from other information

Present but not clearly related to key idea

Clear use of picture or image that relates to key ideas

Stands out meaningfully and grasps the key ideas of the information presented via video text

Key words/Ideas Images (Communication)

A little evidence of key images. Has only a few keywords

Images and keywords are evident, but either too few or some are imprecise

Images and key words clearly show as understanding of the content

Images and key words clearly and dynamically show and understanding of the content.

5 or more of cut-outs from magazines, clipart, illustrations

Interrelating Ideas (Analysis & synthesis)

The links between larger concepts clearly articulate questions the connect the topics ( at least 2)

The links between larger concepts clearly articulate questions that connect the topics ( at least 3)

The links between larger concepts clearly articulates question that connect the topics (at least 4)

The links between larger concepts clearly articulate questions that can connect the topics (at least 5)

Color /Codes/links used for connections (Craftsmanship)

A little use of color codes or links to illustrate connection between ideas

Obvious attempt is made to use color, codes or links to enhance clarity, but there is inconsistency of application

Clearly uses color, codes or links to clarify connections and to assist with memory for most aspects

Craftsmanship is skillful & uses color, codes or links to meaningfully clarify connections for all aspects of Mind Map

Comprehensiveness There are significant elements that are missing from the mind map

The map has adequate representation of each topic and sub topic to demonstrate a basic understanding of the topic

The map is complete but missing one of two less significant elements

The map completely defines the subject area. All topics and sub topics are represented in the mind map

Organization and layout

The map is arranged with the minimum number of elements. These are arranged only or predominantly in one in one form e.g. linearly

The map is organized with a limited number of branches and elements

The map has adequate organization with some branch and elements connections. Although there might be links between elements some are missing

The map is well organized with element integration and topics linked where appropriate. Feedback loops are also used where appropriate. The branch structure is sophisticated.

Pre/Post Test Group Mean SD P Value

Pre Test Mind Map 9.785 2.721 t -0.185

P> 0.05 (Not significant at 0.05 level )Note Taking 9.842 6.105

Post Test Mind Map 32.44 13.583 t 6.195

P<0.05 (Significant at 0.05 level)Note Taking 28.54 15.150

EXAMPLES