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

Chandrika Teli; Nilesh Kate; H S Kadlimatti

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

Original Article

Author Details : Chandrika Teli*, Nilesh Kate, H S Kadlimatti

Volume : 7, Issue : 2, Year : 2020

Article Page : 243-246

https://doi.org/10.18231/j.ijcap.2020.047

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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.

Keywords: Mind mapping, Neuroanatomy, Recall, Teaching learning method.

How to cite : Teli C , Kate N , Kadlimatti H S , Comparison of mind mapping and didactic instructional method in learning neuroanatomy for first MBBS students. Indian J Clin Anat Physiol 2020;7(2):243-246

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