Mind Maps for Medical Students

Product Information

Anderson J, Graham A: A problem in medical education: Is there an information overload?. Med Educ. 1980, 14: 4-7. 10.1111/j.1365-2923.1980.tb02604.x. been made to publish reliable data and information, neither the author[s] nor the publisher can accept any legal responsibil- book. This book does not indicate whether a particular treatment is appropriate or suitable for a particular individual. Ulti- The second dependent variable of this study was the HSRT score. The HSRT consists of 33 multiple-choice questions that measure critical thinking by challenging students to form reasoned judgments based on textually presented information consisting of a number of vignettes[ 31]. The information presented in the vignettes includes diagrams, charts, and other data related to health care scenarios. The HSRT does not test domain knowledge (ie, subject-specific knowledge such as that found in anatomy and biochemistry); therefore, subject-specific knowledge is not needed by the students taking the exam. The HSRT has been extensively studied in health professional students and working professionals[ 14, 31].

There were no significant differences in mean scores on both the pre- and post-quizzes between note-taking groups. And, no significant differences were found between pre- and post-HSRT mean total scores and subscores. Conclusions Flexible – ideal primer when coming to a topic for the first time, when reviewing it at the end of a module or attachment, and for making project and revision plans

Looking for More Mind Mapping Examples for Students?

diagnoses should be independently verified. The reader is strongly urged to consult the relevant national drug formulary and

Sex and ethnicity distributions were similar in both groups as demonstrated in Table 1. The mean age of subjects in both groups was also similar. In the SNT group, the mean age of subjects was 24.45 years ( SD = 3.26) and in the MM group, the mean age of subjects was 24.74 years ( SD = 3.91). Using one-way analysis of variance (ANOVA), no significant difference in mean age between groups was found. Subjects in the SNT group had a mean total SAT score of 1285.71 ( SD = 112.06) and those in the MM group had a mean total SAT score of 1254.46 ( SD = 110.20). No significant difference in total SAT score between groups was found. In addition, no significant differences in SAT verbal and math subscores between groups were found. The mean total MCAT score of subjects in the SNT group was 27.26 ( SD = 3.04) and the mean total MCAT score of subjects in the MM group was 27.05 ( SD = 3.17). No significant difference in total MCAT score between groups was found. In addition, no significant differences in MCAT biology, physics, and verbal subscores between groups were found. Quiz assessment of domain knowledge Mind maps utilize all our cortical skills and activate the brain on all levels, making it more alert and skillful at remembering. The attractiveness of mind maps makes the brain want to return to them and encourages the probability of spontaneous recall. Tony Buzan, The Mind Map Book 4. Reading comprehension mind map Since critical thinking is dependent upon both content (domain) knowledge and problem familiarity,[ 15] mind mapping may facilitate critical thinking because it fosters student retention of factual information, as well as relationships between concepts[ 25]. Currently, however, there are no data to support the hypothesis that mind maps facilitate critical thinking in medical students. Purpose of the study expressed in this book by individual editors, authors or contributors are personal to them and do not necessarily reflect

You may also like…

Taconis R, Ferguson-Hessler MGM, Broekkamp H: Teaching science problem solving: An overview of experimental work. J Res Sci Teach. 2001, 38: 442-468. 10.1002/tea.1013.

With MindMeister, you can easily share your mind map with all team members so that everybody can access and edit it at the same time. In a paid plan, you can assign tasks to your team members right inside the mind map to ensure everybody knows what they need to do, and everyone can link their files directly into the map. 6. Class presentation mind map scientific or health-care professionals and is provided strictly as a supplement to the medical or other professional’s own Despite the resources given, using other’s memory devices will almost NEVER be as strong as making your own. Every memory champion book I’ve read so far, or podcast/YouTube interview I’ve seen, the champions always recommend making your own mnemonic devices. From mind maps to memory palaces, putting in the extra work now will likely show in spades later. Just remember to PRACTICE! Computer AppsNow that you know the basics of creating a mind map, let’s take a look at some of the ways you can use them in school. Use these 15 examples to find inspiration for the different ways you can use mind mapping to study and write more effectively. Who knows, you may even get better grades, too! 1. Brainstorming mind map

Dolmans DH, De Grave W, Wolfhagen IH, van der Vleuten CP: Problem-based learning: Future challenges for educational practice and research. Med Educ. 2005, 39: 732-741. 10.1111/j.1365-2929.2005.02205.x. Anyone can create mind maps. Whether you’re a postgraduate student or just starting your academic career, mind maps can help you structure, manage and memorize the knowledge you’re trying to acquire. Mind Mapping Techniques for Students Mind maps can be used as a teaching tool to promote critical thinking in medical education by encouraging students (adult learners) to integrate information between disciplines and understand relationships between the basic and clinical sciences[ 21]. The ability to integrate information by finding valid relationships between concepts allows students who construct either mind maps or concept maps to reach a metacognitive level[ 15]. However, the added dimensions of pictures and colors that are unique to mind maps have not only been shown to facilitate memory,[ 23] but may appeal to a wide range of students withvisual- and linear-oriented learning styles. Consequently, the advantage of using mind maps in medical education is that this strategy may benefit more students with diverse learning styles. Mind mapping was developed by Tony Buzan[ 19] and the inspiration for this strategy arose from the notebooks of Leonardo da Vinci[ 20]. Mind maps, like da Vinci's notes, are multi-sensory tools that use visuospatial orientation to integrate information, and consequently, help students organize and retain information[ 21, 22].

The amount of information that medical students are expected to master is voluminous[ 1]. Yet, there are limited learning strategies available to these students to master the volume of information required to succeed in medical school[ 2]. In recent years, the number of publications on learning strategies used in medical education that may help students learn and ultimately integrate information has increased[ 3– 6]. Although these learning strategies may differ in efficacy and applicability, they are all based on a conceptual framework called the constructivist theory of learning, which states that meaningful learning, or learning with understanding, occurs when adult learners assimilate new information within their existing frameworks[ 7, 8]. Gelb MJ: How to Think Like Leonardo da Vinci: Seven Steps to Genius Every Day. 1998, New York, NY: Dell ity or liability for any errors or omissions that may be made. The publishers wish to make clear that any views or opinions Degirmenci Ü, Kreil S, Burk S, Breuer G, Kornhuber J, Weih M: Anteil stigma-assoziierter themen im psychiatrie-konzept von medizinstudierenden in der einführung in die klinische medizin: Eine mind-map studie. GMS Zeitschrift für Medizinische Ausbildung. 2010, 27: 1-5.