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

Abstract

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. To compare mind mapping and didactic instructional method in learning neuroanatomy for first MBBS students. To assess students’ perception about mind mapping. 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. 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 < 0.0001, at 95% confidence interval] and qualitative [p value < 0.05]test. Mind mapping helps in better recall and is effective in teaching complex conceptual subjects.