In graduate medical education, West et al[ 17] used the concept map learning strategy developed by Joseph Novak[ 18] in resident physicians, and studied the validity and reliability of concept mapping assessment (CMA).

Since critical thinking is dependent upon both content (domain) knowledge and problem familiarity,[ 15] mind mapping may facilitate critical thinking because it fosters student retention of factual information, as well as relationships between concepts[ 25].ANOVA was used to compare the means of pre- and post-HSRT total scores and subscores between the SNT group and MM group. The data of the present study build upon those of previous studies [ 25, 26] and should provide a springboard for those interested in investigating the effect of mind mapping on critical thinking and clinical reasoning during medical school and beyond.

After taking text passage quiz 1, subjects in the mind map group were given a presentation on mind maps and how to construct them, while at the same time, subjects in the control group were sequestered for a break and could not leave the lecture hall.Although concept maps and mind maps have similar characteristics, they are fundamentally different in design. In medical school, academic information is available to the medical student through reading, visualizing, or listening. After the break, subjects were given the same passage and wrote notes based on their group (SNT or MM) assignment. By using the Web site, you confirm that you have read, understood, and agreed to be bound by the Terms and Conditions.

A post hoc analysis of the notes written by SNT subjects revealed that none of them wrote notes remotely similar to mind maps or concept maps. There are no significant differences in mean scores between groups on both the pre-quiz (quiz 1) and post-quiz (quiz 2).I like the fact it provides a clear step-by-step structure to the assessment and examination of different body systems, with a few pages exploring key presentations and extra information to support clinical reasoning. Willingham[ 15] stated that critical thinking occurs when a student penetrates beyond the surface structure of a problem and recognizes how the problem can be solved, and in addition, possesses the content knowledge integral to solving the problem. I study often, but I have found myself spending most of my time doing summaries and not actively learning. Kim S, Phillips WR, Pinsky L, Brock D, Phillips K, Keary J: A conceptual framework for developing teaching cases: A review and synthesis of the literature across disciplines.

To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Future studies should be designed to allow subjects to create multiple mind maps so that they can gain proficiency in the technique. Concise yet comprehensive, I cannot recommend this enough to my fellow efficiency and mind map loving medics.Come down the travelators, exit Sainsbury's, turn right and follow the pedestrianised walkway to Crown Walk and turn right - and Coles will be right in front of you.