Mind Mapping Applied as a Pedagogical Tool for MBBS Students

Abstract

Background: To assess efficacy of mind mapping technique in lecture classes versus traditional didactic lectures on immediate and long-term memory. Materials & Method: 150 First MBBS students, randomized into two groups (75 each), by simple random technique (odd roll number-group 1, even roll number-group 2). Study group (Mind mapping group) Control Group (didactic lecture /non mind mapping group).Batches reversed for another topic to address ethical issues.MCQ test was taken after class for short term memory, after a month for long term memory. Results: Descriptive and inferential statistics (paired t test and independent t test) was used to compare the data. P value of Mind Mapping group when compared to Non Mind Mapping group in terms of both short term and long term memory was highly significant (p< 0.0001) for both topic 1 and 2. P value was not statistically significant when short term and long term memory of mind mapping group was compared. But highly significant p value (p< 0.0001) was observed when short term and long term memory of Non Mind Mapping group was compared. Conclusion: The performance of Mind Map Group is better than the Non Mind Map Group both in terms of short term and long term memory. Mind mapping used as a pedagogical tool can improve the academic scores of students.