Background: A self-explanatory, multidimensional yet tailor made method is needed to teach complex and
intricate networks in Neuroanatomy. Mind maps use a 360 approach-a central theme, radially expanding
concepts explained using colours, pictures, interrelated & strategic arrangement. Mind maps are tools of
active learning using constructivist theory.
Objective: To compare mind mapping and didactic instructional method in learning neuroanatomy for first
MBBS students. To assess students’ perception about mind mapping.
Methodology: Random controlled cross over study design was used. Pre-validated multiple-choice
questions were used to assess the knowledge scores. Knowledge scores were compared by unpaired t and
Mann-Whitney u test.
Results: Mean Knowledge scores of students in mind mapping group were better than students in didactic
lecture group. The difference was statistically significant by applying quantitative [p value < 0>
95% confidence interval] and qualitative [p value < 0>
Conclusion: Mind mapping helps in better recall and is effective in teaching complex conceptual subjects.
Mind mapping, Neuroanatomy, Recall, Teaching learning method.