Comparison of mind mapping and didactic instructional method in learning neuroanatomy for first MBBS students


Article PDF :

Veiw Full Text PDF

Article type :

Original Article

Author :

Chandrika Teli, Nilesh Kate, H S Kadlimatti

Volume :

7

Issue :

2

Abstract :

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.

Keyword :

 Mind mapping, Neuroanatomy, Recall, Teaching learning method.
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