Retained mind mapping skills and learning outcomes in medical students: a mixed methods study

Abstract

Background: Mind maps (MM), is a learning method assisting learners in the visualisation of relationships between theoretical concepts. Studies also showed enhancement of data retention, overall comprehension, and creativity in MM users. Thus, MM has been implemented in many medical schools to facilitate medical students' learning experiences. Nevertheless, retained mind mapping skills and its effect on the learning outcomes in long-term followup remain unknown. Methods: A concurrent mixed-methods design with convenient sampling method. All (48) second-year medical students joined a three-day MM workshop. One year later, we surveyed the students who still use MM and those who did not. Mind Map Assessment Rubric (MMAR) and Grade Point Average (GPA) were compared between two groups. Content analysis with data triangulation method was used to explore their preferences and MM skills. Results: We achieved a 100% response rate. 39 (81.2%) of participants were female. The mean age of participants was 20.6 years (SD = 0.5). 37 students still use MM (77.1%). With MMAR, participants in MM group scored 28.9 higher than participants in MM-free group significantly (p = 0.01). There were no differences in the median GPAs to both groups. However, there was a significant correlation between using MM in learning and the second trimester (year1) (r=0.29, p<0.05). Majority of participants in MM groups stated the advantages of using MM as a tool helping those organising data and their thought process. On the contrary, students in MM-free group declared the disadvantages of MM as a time-consuming and missing data from lectures. Conclusions: Without revision in MM, participants' skills deteriorated immensely. There was a non-statistically significant trend toward increased learning outcomes with MM group. Further studies to examine whether more frequent MM use or workshop revision can boost their learning outcomes or not is recommended.

Reflections on Study Strategy Modifications Using Cognitive Load Theory and Dual Processing Theory in the First Year of Medical School

“…1) while watching lectures. Mind maps utilize visual diagrams' central themes and subcategories to help learners seek framework first, then organize and visualize information [24].…”