Effectiveness of Mind Mapping as an Active Learning Tool among MBBS Phase-1 Students in Biochemistry Sajjannar Deepa S.1,*, Naregal G.V.2, Walvekar S.S.3 1Assistant Professor, Department of Biochemistry, BLDE (Deemed to be University), Shri B.M. Patil Medical College, Vijayapura, Karnataka, India 2Tutor, Department of Biochemistry, BLDE (Deemed to be University), Shri B.M. Patil Medical College, Vijayapura, Karnataka, India 3Lecturer, Department of Biochemistry, BLDE (Deemed to be University), Shri B.M. Patil Medical College, Vijayapura, Karnataka, India *Corresponding Author: Dr. Deepa S Sajjannar, Assistant Professor, Department of Biochemistry, Shri. B.M. Patil Medical College, BLDE (Deemed to be University), Vijayapur (Karnataka), India, Mobile: +918277656601, e-mail: deepasajjanar@gmail.com
Online published on 31 March, 2020. Abstract Introduction Mind mapping, an active learning tool facilitates student learning but remains underutilized in medicine. The present study was conducted with aim of assessing the effectiveness of mind maps as an active learning tool to augment learning in biochemistry and perception of students and faculty of the same. Methodology Present cross-sectional study included phase-I medical students (n=140) from BLDEA Shri B M patil medical college. Participants were randomized into study and control group by using computer generated random numbers and intervened by use of mind mapping and conventional assignments respectively. Student performance was measured using multiple choice questions with a maximum score of 25. Feedback was collected from the students as well as the faculty was analyzed. Results The mean scores in pre and post test of study group-I and control group-I were (12.19, 12.75) (12.14, 11.73) respectively. After Cross over, the mean scores in the pre and post tests of the study (II) and control groups (II) were (14.98, 16.10)and (14.7, 15.96) respectively. Data was analyzed and compared by Wilcoxon signed rank test and were statistically insignificant in the group-I but highly significant in group-II. Student feedback on mind maps had high positive ratings for longer retention (90%; n=126) and better time management (70%, n=98). The staff perceived that mind maps are helpful when applied for large information as in the medical curriculum (87%) and made students responsible for individualized learning. Conclusion Our study concludes that learning to learn becomes more important when there is larger information to be retained as well as analyzed as in medical curriculum and can be effective in making learnin. abstract concepts as in medical biochemistry more enjoyable and helps integrate basic concepts with other specialties. It also facilitates lateral thinking and longer retention of concepts which would further help them manage time and to fare better in examinations. Top Keywords Mind maps, Active learning, Medical Biochemistry, lateral thinking, conceptual integration. Top |