Mind Maps for Medical Students

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This popular learning and revision aid is designed specifically to help medical students memorise essential clinical facts, invaluable throughout medical studies and particularly useful in the pressured run-up to final exams. Over 100 maps are organised by body system, and include disease definitions and descriptions, pathophysiology, causes, risk factors, investigations, treatments and complications where relevant and applicable. Mind maps were created by memory champion Tony Buzan. Even he will state that “created” is a strong term. He researched study-skills, history, and psychology to put together the best conglomeration of tactics to make a simple and effective memory device. He created the 7 steps (“ 7 laws”) of Mind Maps, which can be found here. Getting Started practice guidelines. Because of the rapid advances in medical science, any information or advice on dosages, procedures or

The results of this study demonstrate that the mind map learning strategy does not result in a significant gain in short-term, domain-based knowledge (assessed using multiple-choice quizzes) compared to standard note-taking in medical students. However, in subjects who were unfamiliar with mind mapping, a short 30-minute presentation on the strategy allowed them to score similarly to subjects in the SNT group who used strategies that have been firmly established. By using preferred note-taking strategies, subjects in the SNT group were able to rely on previous note-taking experiences that helped shaped their current understanding and learning of the material in the text passage,[ 10] while those in the MM group could not rely on prior mind map note-taking experiences as they were novices. Subjects in the MM group may have relied on previous knowledge of other non-mind map note-taking strategies, which could explain why they were able to score similarly. The similarity in mean scores between groups lends support to adult learning theory[ 7, 8, 11].

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Dreading group projects? Mind maps can help change that. An online group project mind map makes it much easier to visualize what needs to be done and work together with your teammates to accomplish everything. 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].

Once you have the basic process down, you can create your first mind map. To get started, you’ll need a writing utensil and a piece of paper. If you want something more flexible and fun, try an online mind mapping tool. With a web-based tool, you have the ability to customize your mind map to meet your specific needs and access it from anywhere at any time.Faul F, Erdfelder E: GPOWER: A priori, post-hoc, and compromise power analysis for MS-DOS computer program. 1992, Bonn, Germany: Bonn University Department of Psychology, 3 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 A mind map is a diagram that displays information visually, providing a structured way to capture and organize ideas. Mind maps are radial, meaning they start at the center and grow outward. To create a mind map, add a single topic to the center of your map. With the main idea at the center, it’s easy to see and understand the purpose of the map. From the main idea, add related ideas and keywords as new topic bubbles. After math quiz 1, all subjects were administered text passage quiz 1. The purpose of this 5 multiple-choice question quiz was to test the students' factual understanding of the passage without any note-taking strategy. This baseline quiz was used as a covariate to account for potential differences between the groups prior to initiating any note-taking strategy.

As mentioned previously, there were 10 questions on quiz 2: the first 5 were the same questions found on quiz 1 and questions 6 through 10 were new. When looking at questions 6 through 10 on quiz 2, the mean score among subjects in the SNT group was 3.95 ( SD = .87) and the mean score among subjects in the MM group was 3.79 ( SD = .86). This difference was not found to be significant. Similar to responses for questions 1 through 5 on quiz 2, the mean score in the SNT group was slightly higher on quiz 2 (questions 6 through 10) than the MM group, but not significant. Again, this finding may have been due to the fact that subjects in the SNT group were using a familiar note-taking strategy, whereas those in the MM were using an unfamiliar strategy. The book features over 100 easy to follow, full colour mind maps of clinically relevant medical conditions using a systems-based structure:Both mind maps and concept maps allow students to recognize the intra- and inter-relationships between concepts, which reflects the kind of real-world thinking predominant in the clinical setting[ 24]. The primary purpose of this study was to investigate whether a relationship existed between the mind map learning strategy and critical thinking, as measured with the Health Sciences Reasoning Test (HSRT), and whether this relationship was stronger than one between the preferred learning strategy of standard note-taking (SNT) and critical thinking. Subjects in both note-taking groups were asked to learn information contained in a 394-word text passage—on the topic of cacti and other succulent plants—from the verbal ability section of a previously published Graduate Record Examination (GRE). This topic was chosen to reduce the chance that the medical students would have previous advanced knowledge of this field. The GRE is a standardized entrance examination used as part of the US graduate-school admissions process. The exam is used by faculty to decide which students will be admitted to graduate school and who will be awarded academic fellowships. A GRE text passage was used in this study because the GRE is taken by students who are, in general, of a similar age to those entering US medical schools. Consequently, the text passage was at an appropriate cognitive level for medical students. A post hoc analysis of the medical students in the study revealed that none of them majored in botany at the undergraduate level. filming, and recording, or in any information storage or retrieval system, without written permission from the publishers.

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Because critical thinking takes time to develop, short-term changes in critical thinking was another limitation of the current study. Multiple mind-map sessions may be necessary for students to gain proficiency in the strategy before significant changes in the acquisition of domain-based knowledge and critical thinking emerge. Recently, Srinivasan et al[ 24] reported that concept map scores significantly increased in physicians who created concept maps on two separate occasions. They recommended that future concept map studies should allow subjects to create concept maps on multiple occasions. This may also be true of mind maps because, although not investigated in medical students, researchers have demonstrated that mind map depth increases as students gain proficiency in their construction over time[ 13, 30]. This book covers most conditions we are likely to encounter though medical school, with Definition, Pathophysiology, Causes, Clinical features, Investigations, Management, and Complications; all portrayed in - as the name suggests - Mind Maps! Organised into systems and full with great mnemonics. judgement, their knowledge of the patient’s medical history, relevant manufacturer’s instructions and the appropriate best