The use of mind mapping in health education in extended care for children with caries

Yang, Hua; Gao, Xin; Li, Minghe; Ye, Qiang; Sun, Yuelian; Huang, Yang

doi:10.1177/0300060519898053

Cited by 9 publications

(7 citation statements)

References 27 publications

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“…Another study done by Tan et al [ 18 ] concluded that mind mapping can improve the effectiveness of health education and guidance for patients with lung cancer who were undergoing chemotherapy, where the level of perceived control improved symptom distress; the longer the period of health education, the better the effect. Yang et al [ 19 ] investigated the effectiveness of using mind mapping as a health education tool for children with cavities who were in extended care, as well as their parents. The results show an increase in child and parent compliance with health education, which is evident from an increase in cavity knowledge and more follow-up visits to the dentist.…”

Section: Literature Reviewmentioning

confidence: 99%

The effect of implementing mind maps for online learning and assessment on students during COVID-19 pandemic: a cross sectional study

Alsuraihi

2022

BMC Med Educ

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Background In Saudi Arabia, the sudden shift from conventional (in-person) to online education due to the coronavirus disease 2019 (COVID-19) pandemic affected teaching and assessment methods. This research aimed to assess the effectiveness of mind maps in this regard, measure students’ reactions to certain educational environment-related changes caused by the pandemic, and identify skills that students perceived they gained through mind mapping. Methods This study employed a non-intervention (cross sectional) design. Participants were King Abdulaziz University students from two medical physics courses (second and fourth level). Data were collected twice (after the first and last mind mapping assignments), and responses were analyzed using a paired t-test. Overall student results were compared against overall student performance in the previous term using chi-squares test hypothesis testing. The data were collected and analyzed using SPSS software. Results The results of the paired t-test showed no significant differences between students’ mean satisfaction in both surveys. Nevertheless, students’ responses revealed their satisfaction with using mind maps. Moreover, students believed that they gained skills like organizing and planning, decision making, and critical thinking from the mind map assignments. The chi-squares test (Chi-square = 4.29 < $${x}_{\mathrm{0.05,4}}^{2}$$ x 0.05 , 4 2 = 9.48 and p-value = 0.36 > 0.05) showed no differences in students’ grade distribution between the two terms of 2020 (pre- and post-COVID-19 pandemic) despite the change in assessment style post-pandemic commencement. Conclusions Mind mapping can be adapted as an online teaching and assessment method. Additionally, student support and education institution-level effective communication can reduce stress during challenging times.

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Section: Literature Reviewmentioning

confidence: 99%

The effect of implementing mind maps for online learning and assessment on students during COVID-19 pandemic: a cross sectional study

Alsuraihi

2022

BMC Med Educ

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“…It is believed that the mind map method can be applied to improve the clean and healthy living behaviors of school-age children. Yang et al ( 25 ) reported the application of mind map health education in extended care for children with caries, and found that the use of mind map health education method could significantly improve the caries knowledge of children with caries and their parents, and improve their compliance to health education. Therefore, mind mapping is an appropriate health education tool that can be used for extended care of children with dental caries.…”

Section: Discussionmentioning

confidence: 99%

Application of mind map can promote the health education effect of children with vasovagal syncope

Liu

Mei²,

Zhou³

et al. 2023

Front. Cardiovasc. Med.

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ObjectiveTo explore the effect of mind map on health education in children with vasovagal syncope (VVS).MethodsIn this prospective controlled study, 66 children with VVS (29 males, 10.38 ± 1.80 years) and their parents (12 males, 39.27 ± 3.74 years) who were hospitalized in the Department of Pediatrics, The Second Xiangya Hospital, Central South University from April 2020 to March 2021 were set as the control group. 66 children with VVS (26 males, 10.29 ± 1.90 years) and their parents (9 males, 38.65 ± 1.99 years) who were hospitalized in the same hospital from April 2021 to March 2022 were set as the research group. Traditional oral propaganda method was applied in the control group, and the health education method based on mind map was applied in the research group. The self-designed VVS health education satisfaction questionnaire and comprehensive health knowledge questionnaire were used to conduct on-site return visits to the children and their parents who had been discharged from the hospital for 1 month.ResultsThere was no significant difference in age, sex, hemodynamic type of VVS, and the parental age, sex, education level between the control group and the research group (P > 0.05). Health education satisfaction score, health education knowledge mastery score, compliance score, subjective efficacy and objective efficacy in the research group were higher than those in the control group (P < 0.05). If the satisfaction score, knowledge mastery score, and compliance score increase by 1 point, the risk of poor subjective efficacy is reduced by 48, 91, and 99%, respectively, and the risk of poor objective efficacy is reduced by 44, 92, and 93%, respectively.ConclusionsApplication of mind map can improve the health education effect of children with VVS.

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“…The mind map is a tool for expressing divergent thinking in simple words, graphics, etc. By sorting out knowledge through a mind map, a complete logical system can be constructed, so that the learning efficiency could be improved [9,11]. Visualization of thinking, to a certain extent, realizes the visualization and explicitation of hidden knowledge, which is convenient for teachers and interns to analyze, think, summarize and consciously explore knowledge.…”

Section: Discussionmentioning

confidence: 99%

“…Mind mapping, a concept as well as a powerful note-taking tool firstly established by Tony Buzan, is an effective method of graphic thinking and has emerged as an innovative and effective method in enhancing the memory capacity of the medical college students in medical education [7]. This method has proven to be effective in information retrieval, and therefore it helps with learning enhancement [7][8][9]. A mind map can easily establish the logical relationship between relevant knowledge points by drawing, highlighting the key points, and making the information clear, easy to remember and understand.…”

Section: Introductionmentioning

confidence: 99%

Mind Mapping as a New Strategy to Improve Cardiopulmonary Resuscitation Learning for Medical Interns

XIE¹,

ZHANG²,

Yu³

et al. 2022

MRHK

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[Objective] Sudden cardiac death (SCD) caused by unexpected cardiovascular arrest remains a major public health threat globally. Cardiopulmonary resuscitation (CPR) is a basic but critical first aid skill to rescue patients with sudden cardiac arrest. This study aimed to ascertain whether the mind mapping technique, a note-taking and graphic thinking tool, could improve the learning of CPR among medical interns. [Methods] A total of 79 medical interns rotating in the emergency department in our center were selected as research participants. They were randomly divided into the control group (n=40) and the experimental group (n=39). The control group was trained with traditional PowerPoint (PPT) slide courseware combined with practical operations, while the experimental group was trained with mind mapping technique on the basis of traditional PPT courseware combined with practical operations. The theoretical test, operational assessment, and the survey regarding the satisfaction with the training were conducted between the two groups of interns after training. [Results] Although the interns in both groups mastered the CPR technique successfully with theoretical and operational assessment scores >90 (out of 100), the experimental group performed significantly better in both theoretical tests (score: 96.13±2.47 vs 93.71±4.48, p=0.0041) and operational assessment (score: 94.82±3.22 vs 91.32±3.46, p<0.0001). Moreover, all interns (100%) in the experimental group were satisfied with the CPR training experience, while only 75% of the interns in the control group were satisfied with the training. [Conclusions] Mind maps as a supplementary teaching tool could facilitate CPR learning for medical interns and improve their learning interest.

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The use of mind mapping in health education in extended care for children with caries

Cited by 9 publications

References 27 publications

The effect of implementing mind maps for online learning and assessment on students during COVID-19 pandemic: a cross sectional study

The effect of implementing mind maps for online learning and assessment on students during COVID-19 pandemic: a cross sectional study

Application of mind map can promote the health education effect of children with vasovagal syncope

Mind Mapping as a New Strategy to Improve Cardiopulmonary Resuscitation Learning for Medical Interns

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