Mind Mapping In Teaching Research Articles

Implementing mind mapping in small-group learning to promote student engagement in the medical diagnostic curriculum: a pilot study

BackgroundMedical diagnostics is a pivotal bridge curriculum that receives much less attention from undergraduates in non-clinical medicine health profession programs with less student engagement and poor performance. Mind mapping is an active learning strategy for graphically presenting radiant thinking to culture clinical reasoning. The purpose of this study was to explore whether students’ comprehensive diagnostic skills are enhanced through increased student engagement by employing mind mapping.MethodsWe implemented mind mapping in small-grouped workshops with 86 junior undergraduates from preventive medicine program, for physical diagnostic sessions including physical examination (PE) maneuver, electrocardiogram (ECG) interpretation and medical history collection. We also conducted assessments of the above skills, as well as online surveys regarding their expectation on this course, self-evaluation of mind mapping in teaching and the learning process of all the modules.ResultsGroup members employing mind mapping in all PE sessions obtained higher scores in the heart and lung systems during the PE maneuver exam. Similarly, groups that made more in-depth mind maps achieved higher scores on the ECG quiz. In addition, groups displaying mind maps for history taking from normal classes and reformed class exhibited greater completeness of medical history with both standardized patients and real patients, which was consistent with increased collection of accompanying symptoms. Mind mapping was valued by the majority of students for its benefits in terms of acquiring PE maneuver, theoretical knowledge, medical history collection and medical records writing, clinical reasoning, communication skills, sense of teamwork and cooperation, professionalism and humanistic literacy.DiscussionThe visual feature of mind mapping evoked extensive behavioral engagement in all groups, as did cognitive and emotional engagement, as the majority of students expressed their willingness and affective reactions. In the short term, the positive feedbacks encourage growing engagement. The continuous benefits of mind mapping require long-term observation.

Warning Case Combined with Mind Mapping Teaching is Applied in the Practice Teaching of Nephrology Department

Warning Case Combined with Mind Mapping Teaching is Applied in the Practice Teaching of Nephrology Department

A meta-analysis of the impact of the problem-based method of learning combined with mind mapping on nursing instruction.

Nowadays, there are a variety of viewpoints on problem-based learning (PBL) and mind mapping teaching outcomes in nursing education, but there are not many thorough assessments that are pertinent. We performed a meta-analysis to evaluate the effect of the PBL method combined with mind mapping on nursing instruction. A systematic literature search up to July 2022 was performed, and 1765 related studies were evaluated. The chosen studies comprised 1473 nursing teaching participants as the trial's baseline, with 770 of them using the PBL model with mind mapping and 703 enrolled as controls. Odds ratio (OR) and mean difference (MD) with 95% confidence intervals (95% CIs) were calculated to assess the effect of the PBL method combined with mind mapping on nursing instructions using dichotomous and continuous methods with a random or fixed effect model. The study protocol was registered in PROSPERO (registration No. CRD 42022432130). The PBL model with mind mapping reached a significantly higher results of nursing knowledge test (MD: 7.29, 95% CI: 6.88-7.71, p < 0.001) and pediatric practice test (MD: 9.89, 95% CI: 9.04-10.74, p < 0.001), as well as higher students' ability of independent learning (OR: 3.49, 95% CI: 2.11-5.76, p < 0.001) compared to the controls in nursing teaching. The PBL model with mind mapping resulted in a significantly higher results of nursing knowledge test, pediatric practice test and students' ability of independent learning compared to controls in nursing teaching.

Implementation of mind mapping with problem-based learning in prosthodontics course for Chinese dental students

BackgroundThe traditional Chinese dentistry classroom teaching model focuses on the instruction of knowledge details, but less on the frameworks and learners’ motivation. Here, we introduced a combination of mind mapping and PBL instruction (MBL)into the prosthodontics course for Chinese dental students. This study aimed to evaluate the effectiveness and efficiency of MBL in prosthodontics and make observations from the students’ perspectives, based on their response with the learning process.MethodsWe prospectively enrolled 56 fourth-year undergraduates of stomatology, and these participants were randomly allocated into either the combined mind map teaching group (MBL) or the problem-based learning group (PBL) to attend the prosthodontics course. An anonymous questionnaire was also administered to both groups to evaluate the students’ perceptions and experiences, using closed and open-ended items. Data were analyzed using descriptive statistics and thematic analysis.ResultsThe students’ responses to closed items indicate their experience in PBL and MBL to be positive, including increased motivation, improved memory of knowledge, enhanced discipline connection and raised teamwork, with fairly higher ratings for the MBL group. However, the tutor-guided competence scores including the memory and framework part, were significantly higher for MBL group than PBL group (two-way ANOVA, p < 0.01, p < 0.001, respectively). Meanwhile, the self-perceived competence scores including the motivation, framework and teamwork part, were significantly higher for MBL group than PBL group (two-way ANOVA, p < 0.01, p < 0.001, p < 0.05, respectively).ConclusionOur findings suggest that MBL teaching approach can help in integration of knowledge structure and enhance clinical reasoning. MBL is an effective and well-organized method in prosthodontics course for dental students.

Research on the reform of thinking mapping in university financial accounting practice

As a simple and effective thinking tool most common in modern education, mind mapping can be used to visually present the relationship between themes at all levels in a way that combines pictures and images. It can fully mobilize students' ability of thinking expression and imagination and innovation. Therefore, modern college education reform will integrate the use of this technical means. According to the accumulated experience of financial accounting practical thinking guidance education in colleges and universities in recent years, although teachers and students have realized the practical significance of mind mapping teaching, they have not given full play to its positive role in classroom teaching and have not guided students to master financial accounting knowledge by scientific use of mind mapping. Therefore, on the basis of understanding the current situation of financial accounting practice teaching in colleges and universities and the advantages of mind-mapping application, this paper mainly discusses the effective measures for the reform of financial accounting practice mind-mapping education in colleges and universities in the new era, and then from the perspective of practical education, judges and analyzes the reform value of mind-mapping teaching, in order to provide reference for cultivating outstanding financial accounting talents.

Application of Mind Mapping in General Zoology Teaching

Against the background of the new curriculum reform, teachers are no longer just expected to impart knowledge exclusively, but they also carry the responsibility to encourage students to think independently, improve students’ thinking skills, and cultivate good learning and thinking habits among students, so as to enable students to use knowledge in a flexible manner and improve their thinking skills. General zoology is a highly specialized discipline, with scattered knowledge points and various concepts. Since the traditional teaching mode limits students’ mastery of knowledge points, teachers need to find a teaching method that can help students understand knowledge points and exercise independent thinking. Mind mapping is a concrete thinking tool that helps students exercise their thinking skills. The introduction of mind mapping in the teaching of general zoology allows students to have a clearer understanding of the overall framework of this discipline. The application of mind mapping can be divided into four parts: pre-class preview, classroom study, after-class review, and zoology experiment. The application of mind mapping to teaching not only improves students’ learning efficiency, but also enhances students’ comprehensive ability and stimulates their interest in general zoology. In this paper, the 17th chapter of “Fish” in general zoology is taken as an example to elaborate the application of mind mapping in the teaching of general zoology.

Analysis of Teaching Effect of English Classroom Mind Map Based on a Logistic Regression Model

In order to improve the effect of English classroom teaching, this paper combines the pulse neural network to identify the teaching process of English classroom and conducts real-time supervision of classroom dynamics in combination with the actual situation. Moreover, this paper constructs an intelligent system, uses the recognition method based on the spiking neural network image to collect the real-time dynamics of classroom teaching, and combines the logistic regression model to evaluate the teaching effect. After constructing the system framework, the system process analysis is carried out. This paper combines experimental research to verify the model of this paper. The experimental research results show that the analysis model of teaching effect of mind map in English classroom based on the logistic regression model proposed in this paper has good results, which also verifies that the mind map teaching can play an important role in English classroom teaching.

Effect of Multidisciplinary Team Collaborative Nursing Model Combined with Mind Mapping Teaching Method on Postopera-tive Complications and Mental Health of Patients with Advanced Pancreatic Cancer

Background:To analyze the effect of multidisciplinary team (MDT) collaborative nursing model combined with mind mapping teaching method on postoperative complications and mental health of patients with advanced pancreatic cancer (APC).Methods:The clinical data of 100 APC patients treated in Liaoning Cancer Hospital and Institute, Shenyang, China (Dec 2018 – Dec 2020) were retrospectively analyzed. They were randomly and equally split into group J and group Q. The patients of group J were nursed with mind mapping teaching method, while those of group Q were nursed with MDT collaborative nursing model combined with mind mapping teaching method to compare the incidence of complications, quality of life (QOL) and mental health between the two groups after nursing.Results:After nursing, the SAS, SDS and NRS scores decreased in both groups, with the notably lower scores in group Q compared with group J (P < 0.05). After nursing, the QOL scores increased in both groups, with the notably higher scores in group Q compared with group J (P < 0.05). Compared with group J, the nursing satisfaction in group Q was notably higher while the incidence of complications was notably lower (P < 0.05).Conclusion:The MDT collaborative nursing model combined with mind mapping teaching method in postoperative nursing of APC patients can improve negative emotions such as anxiety and depression, enhance the QOL, alleviate pain, reduce the incidence of postoperative complications and improve nursing satisfaction, worthy of application and promotion in clinic.

Application of the Teaching Method of PAD Teaching Method Combined with Mind Map in Surgical Nursing

To explore the application effect of PAD teaching method combined with mind map teaching in surgical nursing teaching, and to provide a new auxiliary teaching method for surgical nursing theory and practice teaching.

Using Mind Mapping Learning Methods for Children’s Language Skills

Language skills are significant predictors of early academic and social-emotional outcomes of children and are important predictors of school readiness. This study aims to improve children's language skills through the application of mind mapping learning methods. This classroom action research used Kemmis and Taggart's cycle model. The research subjects were 12 children in group B consisting of eight boys and four girls. The data was collected through observation, interviews, and documentation with the validity of the data using source triangulation and method triangulation. This research uses data analysis techniques in the form of data condensation, data presentation, and drawing conclusions. The results showed that the children's language skills through the application of the mind mapping method in the first cycle were 75%, and in the second cycle had increased to 92%. Based on the results of teacher observations in the implementation of cycle I, the children's language skills obtained a percentage value of 61.5%, and in cycle II increased to 92.3%. While the results of observations of children's activities in the implementation of the first cycle obtained a percentage of 54%, and in the second cycle, it increased to 85%. This study found that the teacher's assessment of this mind mapping method was an easy method to understand so that it was easy to apply in classroom learning. The implication of this research is that it is necessary to carry out further research on the application of the mind mapping method for other aspects of development.&#x0D; Keywords: Early Childhood, language Skills, Mind Mapping Learning Methods&#x0D;

Applying Mind Map in Teaching History in Primary Schools – Case Study of Dak Lak Province, Vietnam

This article discusses the role and meaning of the application mind map in teaching history in primary schools in Vietnam. In doing so, this paper studies requirements, designing process and then proposes satisfactory methods to apply mind map in teaching history suitably in Vietnamese education environment. By doing so, the research partly improves the quality and effectiveness of historical lessons in primary schools (class 4 and 5) in to obtain a higher aim of developing students’ abilities. In this paper, the author applies mixed researching methods including analyzing data, pedagogical viewing, surveying, and pedagogical experiment and then evaluating educational experience. The research’s results support previous studies about the role and effectiveness of using mind map in teaching in general and in teaching history in particular. The author also suggests that in to promote the success of mind map in education, teachers need to mix several teaching methods and technics.

The Application of Mind Map in High School English Reading

Mind maps were initially used to help students with learning difficulty overcome learning obstacles, which were then widely used in the education industry. It is a learning method that Oxford, Cambridge, and Harvard students must master. Meanwhile, as a world-class thinking training tool, it is highly recommended and used by the world’s top 500 corporate executives and has also been introduced into more than 500 subject experimental schools across the country as a “knowledge building strategy based on systematic thinking”. If this method is applied to high school English reading classes, it will definitely make reading more efficient, students’ sporadic thinking can be more exercised, and teachers’ teaching tasks will be reduced to a certain extent. This article compares the traditional English reading teaching method with the mind mapping teaching method, which more clearly reflects the superiority of mind mapping in subject teaching.

A Mind Mapping : A Strategy to Enhance Students’ English Grammatical Structure

The goal of this review was to study about the implementation of Mind Mapping in teaching grammar in the second semester of students of the Department of English Education at IAIN Surakarta. Observation and documentation were the instruments for collecting the data. These instruments were used to collect data on the Mind Mapping process in grammar teaching, problems and solutions. The data analysis technique started with data reduction, data display and verification. First, the findings revealed that the implementation of Mind Mapping in teaching grammar was only used to provide an overview of the material. It was developed by elaborating, questioning, and responding techniques or methods for transferring the material. Mind Mapping made the students active in giving feedback and become a measure in assessing how far the students understood the material during the teaching-learning process, the students were very eager to analyze the material using Mind Mapping. It could be seen from their direct reactions during the teaching-learning process and observed the work of the student in the classroom. Second, there are some advantages to using mind mapping in grammar teaching. They were; (1) giving students an overview of the concept of grammar material; (2) making grammar easier to understand; and (3) helping students to easily memorize the concept of English grammatical structure.

Application of mind map teaching method based on modern information technology in teaching of clinical practice in general surgery

Application of mind map teaching method based on modern information technology in teaching of clinical practice in general surgery

IMPROVING STUDENTS’ WRITING DESCRIPTIVE TEXT USING MIND MAPPING TEACHING STRATEGY OF THE TENTH GRADE STUDENTS OF SMA NEGERI 4 KUPANG IN ACADEMIC YEAR 2017/2018

This project entitled “Improving students’ writing descriptive text using mind mapping teaching strategy of the tenth grade students of SMA Negeri 4 Kupang in academic year 2017/2018.” This research is aimed at; 1) to find out the use of mind mapping teaching strategy can improve the writing ability of tenth grade students, 2) to find out the weakness and strength of mind mapping teaching strategy. This research was classified as action research. It was done in two cycles. The first cycle was divided into two meetings and the second cycle was divided into two meetings. The research was done with the participation of 43 students of the tenth grade students of science program. The data obtained during the research were qualitative and quantitative data. The qualitative data were in the form observation checklist while the quantitative data were in the form of the students’ scores.&#x0D; The results of the research showed that the use of mind mapping effectively improved the students writing ability. Based on the qualitative data, the students were able to generate their ideas to produce well-organized recount texts. They were also able to use the appropriate vocabulary, correct grammar, punctuation, spelling, and capitalization in their writings. During the teaching and learning process, they also showed positive response toward the lesson. Based on the quantitative data, the students’ mean score improved. In the pre-test, the students’ mean score was 60.58 The students’ mean score in the post-test 1 is 70.81 and the students’ mean score in the post-test 2 is 78.60, which the last mean score is higher than KKM which is 75.00. It means that there are a difference between the students’ writing descriptive text before and after the action research.

A study to assess the effectiveness of mind mapping technique vs lecture method regarding psychological test on knowledge among nursing students at St. James College of Nursing, Chalakudy

Background: Mind maps are highly effective visual aids that enable students to group together different ideas and enable teachers to present ideas visually and assess their students’ conceptual development and understanding. The present study was to assess effectiveness of mind mapping technique vs lecture method regarding psychological test on knowledge among nursing students at St. James College of Nursing Chalakudy. The study included 50 first year B.Sc. nursing students, 25 in lecture group and 25 in mind mapping group.&#x0D; Materials and methods: A Quasi-experimental non randomized control group design was adopted and nonprobability convenient sampling technique was used to select the samples. Structured teaching programme regarding psychological test was administered on both group and knowledge level of the students was evaluated immediately after the teaching (‘0 day’) and 7th day to assess the retention of knowledge. Data collected by using structured questionnaire and analysed by using descriptive and inferential statistics. &#x0D; Results:The study revealed that the mean post test knowledge score of students on ’0’day in mind mapping group is (13.52) higher than the lecture group (9). The calculated t value (7.66) is higher than the table value (6.06) at 0.05 level of significance. The mean of the post test knowledge of students on 7th day by using mind map score is 13.32, it is higher than mean of the lecture method knowledge score (8.80). The calculated t value is (7.92) is greater than the table value (2.60) at 0.05 level of significance.&#x0D; Conclusion: There for it can be concluded that the mind mapping teaching method is very effective than lecture method among the nursing student on psychological test. The study shows that mind mapping technique help the student to learn, recall, organize and make information meaningful. So they can perform and get good result in examination by using mind mapping technique.

A Mind Map Teaching Mode for Sports Anatomy based on 3DBody

With the popularization of various new educational concepts, selecting appropriate teaching auxiliary methods according to the course content improves the effectiveness of teaching. Accordingly, this study explores the application of mind map teaching methods in the course, Sports Anatomy. It also incorporates the 3D structure exhibition function of the 3DBody software in teaching anatomical research to establish the teaching mode reform. Moreover, the traditional multimedia anatomy teaching method was employed, and the effects of both teaching modes were compared. Results show that teaching Sports Anatomy using the 3DBody based on mind mapping evidently improves students’ learning interest and stimulates their initiative for independent study on Sports Anatomy teaching. In addition, this teaching mode can assist students in constructing a knowledge chain from a local to a global standpoint and promote their creative and logical thinking. Compared with the traditional teaching mode, mind map teaching can improve the quality of teaching. Therefore, it is an effective method of reforming the teaching mode in courses, such as Sports Anatomy.

Effects of mind mapping teaching based on case analysis on nursing students practicing in the Department of General Surgery

Objective To explore the effects of mind mapping teaching based on case analysis on nursing students practicing in the Department of General Surgery. Methods Totally 42 nursing students from the same class who practiced in the Department of General Surgery from July 2017 to June 2018 were selected using convenient sampling and divided into the control group (n=22) and the observation group (n=20) according to the random number table. The nursing students were dispatched to No.1 Ward and No.2 Ward respectively. Nursing students in the control group received traditional teaching, while nursing students in the observation group received mind mapping teaching based on case analysis on the basis of traditional teaching. The self-learning ability, satisfaction with nursing teaching and examination performance were compared between the two groups. Results The observation group scored (36.50±4.69) , (19.55±3.72) , (31.65±5.75) and (13.05±1.64) respectively in self-motivation, task analysis, self-monitoring and adjustment and self-evaluation in terms of self-learning ability, higher than those of the control group (P<0.05) , which were (31.73±9.15) , (16.68±3.40) , (26.41±8.93) and (11.32±2.89) . The observation group scored (36.70±6.17) , (59.95±7.43) , (50.95±9.66) and (12.55±1.90) respectively in teaching attitude, teaching level, teaching plan and teaching management, higher than those of the control group (P<0.05) , which were (32.05±7.57) , (53.95±10.97) , (45.82±5.91) and (10.91±2.09) . Comparing the performance of case analysis in theoretical examination between the two groups, the observation group scored (79.80±6.97) , higher than that of the control group (P<0.05) , which was (73.73±6.50) . Conclusions Mind mapping teaching based on case analysis shows good effects on fostering nursing students' ability to acquire, process and apply knowledge and enhances their self-learning ability and satisfaction with nursing teaching. Key words: Students, nursing; Surgery; Case analysis; Mind mapping; Practice; Teaching

Luminosity of Mind Mapping in Teaching Writing

The study sought to scrutinize the impact of mind mapping teaching technique on the Sudanese tertiary EFL learners’ writing performance. It aimed to diagnose the incompetence of traditional techniques used in that teaching to make well-use of identifying an appropriate teaching technique along with an application procedure to rectify such students' traditional writing outcomes. The investigation adopted the descriptive analytical method to raise data. The sample included thirty-college learners for empirical treatment and fifty eight English language instructors at universities and institutes. The study was divided into two phases; a survey phase and an experimental one. The survey phase experienced the learners’ pretest, observation and interview as a preliminary technique for collecting data. The second phase experienced the posttest and the questionnaire which was distributed to EFL university lecturers beside some English native instructors. The statistical analysis for data was carried out by using Statistical Package for the Social Sciences (SPSS) beside a T-test to analyze the variables of pre & posttest. The findings have unanimously proved that the hierarchical structure of the mind mapping can highly inspire the learners’ talent to better recall, generate and organize information needed. On the base of findings, the researcher hopefully recommends writing instructors exclusively to engage students use brainstorming as a useful prewriting stage so as to quickly help them design an inclusive mind mapping through which they can properly write a model essay that required.

Application of mind mapping in the training of general residents

Objective To explore the application method and value of mind mapping in the clinical teaching of general practitioners for the purpose of improving the teaching qualities. Methods A total of 60 GPs were divided into the test group and control group, undergoing the mind mapping teaching and tra-ditional teaching, respectively. The clinical knowledge achievements were compared in the two groups, and the results were analyzed. At the same time, a questionnaire was conducted. Results The difference between two groups in theoretical teaching was statistically significant (P 0.05). In addition, the results of the questionnaire survey showed that the test group was better than the control group in medical knowledge, self-learning ability, interpersonal communication ability, team cooperation ability and other dimensions. Conclusion Mind mapping is an effective teaching tool for general practitioners. Key words: General practioners (GP); Mind mapping; Teaching tool