International Journal of Physiology

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Mind Mapping Applied as a Pedagogical Tool for MBBS Students


Affiliations
1 Department of Physiology, The Oxford Medical College, Hospital and Research Centre, Bangalore, India
2 The Oxford Medical College, Hospital and Research Centre, Bangalore, India
3 Department of Physiology, Trichy SRM Medical College Hospital & Research Centre (Affiliated by The Tamilnadu Dr. MGR Medical University, Chennai), India
     

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Background: To assess efficacy of mind mapping technique in lecture classes versus traditional didactic lectures on immediate and long-term memory.

Materials & Method: 150 First MBBS students, randomized into two groups (75 each), by simple random technique (odd roll number-group 1, even roll number-group 2). Study group (Mind mapping group) Control Group (didactic lecture /non mind mapping group).Batches reversed for another topic to address ethical issues.MCQ test was taken after class for short term memory, after a month for long term memory.

Results: Descriptive and inferential statistics (paired t test and independent t test) was used to compare the data. P value of Mind Mapping group when compared to Non Mind Mapping group in terms of both short term and long term memory was highly significant (p< 0.0001) for both topic 1 and 2. P value was not statistically significant when short term and long term memory of mind mapping group was compared. But highly significant p value (p< 0.0001) was observed when short term and long term memory of Non Mind Mapping group was compared.

Conclusion: The performance of Mind Map Group is better than the Non Mind Map Group both in terms of short term and long term memory.

Mind mapping used as a pedagogical tool can improve the academic scores of students.


Keywords

Didactic Lectures, Mind Map, MBBS Course, Pedagogical Tool, Physiology Examinations Reproducibility of Concepts.
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  • Mind Mapping Applied as a Pedagogical Tool for MBBS Students

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Authors

P. Shyma
Department of Physiology, The Oxford Medical College, Hospital and Research Centre, Bangalore, India
Jai Prakash
The Oxford Medical College, Hospital and Research Centre, Bangalore, India
Nandkishor
The Oxford Medical College, Hospital and Research Centre, Bangalore, India
M. Rajajeyakumar
Department of Physiology, Trichy SRM Medical College Hospital & Research Centre (Affiliated by The Tamilnadu Dr. MGR Medical University, Chennai), India

Abstract


Background: To assess efficacy of mind mapping technique in lecture classes versus traditional didactic lectures on immediate and long-term memory.

Materials & Method: 150 First MBBS students, randomized into two groups (75 each), by simple random technique (odd roll number-group 1, even roll number-group 2). Study group (Mind mapping group) Control Group (didactic lecture /non mind mapping group).Batches reversed for another topic to address ethical issues.MCQ test was taken after class for short term memory, after a month for long term memory.

Results: Descriptive and inferential statistics (paired t test and independent t test) was used to compare the data. P value of Mind Mapping group when compared to Non Mind Mapping group in terms of both short term and long term memory was highly significant (p< 0.0001) for both topic 1 and 2. P value was not statistically significant when short term and long term memory of mind mapping group was compared. But highly significant p value (p< 0.0001) was observed when short term and long term memory of Non Mind Mapping group was compared.

Conclusion: The performance of Mind Map Group is better than the Non Mind Map Group both in terms of short term and long term memory.

Mind mapping used as a pedagogical tool can improve the academic scores of students.


Keywords


Didactic Lectures, Mind Map, MBBS Course, Pedagogical Tool, Physiology Examinations Reproducibility of Concepts.

References