This would enable them to move from novice to expert regarding the creation of mind maps, and therefore, could ultimately allow them to emphasize critical thinking. Both mind maps and concept maps allow students to recognize the intra- and inter-relationships between concepts, which reflects the kind of real-world thinking predominant in the clinical setting[ 24]. Subjects in the control group used standard note-taking (SNT) strategies that they used throughout their academic careers to learn the text passage. They recommended that future concept map studies should allow subjects to create concept maps on multiple occasions. Finance is provided by PayPal Credit (a trading name of PayPal UK Ltd, Whittaker House, Whittaker Avenue, Richmond-Upon-Thames, Surrey, United Kingdom, TW9 1EH).

Although the mean score of the post-quiz (quiz 2) was slightly higher among subjects in the SNT group (7. Degirmenci Ü, Kreil S, Burk S, Breuer G, Kornhuber J, Weih M: Anteil stigma-assoziierter themen im psychiatrie-konzept von medizinstudierenden in der einführung in die klinische medizin: Eine mind-map studie. All subjects were matriculated, first-year medical students and the study was conducted on a half-day during their orientation. Subjects in the MM group may have relied on previous knowledge of other non-mind map note-taking strategies, which could explain why they were able to score similarly.Note the judicious use of pictures and colors, along with hierarchical organization positioned radially.

Although it is not as in-depth as some of the other key texts out there such as McLeod or the Bates guide, it is nevertheless, a vital text to support students’ knowledge and understanding of the assessment process.Yet, despite the lack of exposure to mind maps and their novice status, subjects in the MM group were able to integrate, and ultimately, retain enough information so that they did not score significantly less than subjects in the SNT group. Perfect for the visual learners but also learners like myself who did not think they were visual learners but were taken aback by the clarity of presentations. After the break, subjects were given the same passage and wrote notes based on their group (SNT or MM) assignment. Prior to the study, subjects were queried and it was found that none of them used mind maps as their preferred learning strategy.

The bar chart in Figure 6, which displays pre- and post-HSRT total scores, demonstrates no significant differences between pre- and post-HSRT total scores between groups. Many learning strategies, such as case-based learning and PBL, assume the learner is committed to lifelong learning and will integrate previous knowledge with newly acquired knowledge[ 10, 11]. Its drag-and-drop interface makes it easy to arrange and customize your ideas, while its extensive library of icons and images adds a creative touch to your maps. In addition, no significant differences in MCAT biology, physics, and verbal subscores between groups were found. The operational definitions of these subscales, adapted from a previous Delphi study, [ 14] follow: analysis (ability to identify the intended and actual inferential relationships among statements, questions, concepts, descriptions or other forms of representation intended to express beliefs, judgments, experiences, reasons, information or opinions); inference (ability to identify and secure elements needed to draw reasonable conclusions; to form conjectures and hypotheses, to consider relevant information and to educe the consequences flowing from data, statements, principles, evidence, judgments, beliefs, opinions, concepts, descriptions, questions, or other forms of representation); evaluation (ability to state the results of one's reasoning; to justify that reasoning in terms of the evidential, conceptual, methodological, criteriological and contextual considerations upon which one's results were based; and to present one's reasoning in the form of cogent arguments); deductive reasoning (assumed truth of the premises purportedly necessitates the truth of conclusion and this includes traditional syllogisms, as well as, algebraic, geometric, and set-theoretical proofs in mathematics); and inductive reasoning (an argument's conclusion is purportedly warranted, but not necessitated, by the assumed truth of its premises and this includes scientific confirmation and experimental disconfirmation)[ 31].

Consequently, studies exploring the relationship between mind mapping and critical thinking are needed before the usefulness of mind mapping can be fully supported in medical education. Face validity of the MMAR has been investigated, and the entire rubric is available online (see reference [ 28]). Multiple mind-map sessions may be necessary for students to gain proficiency in the strategy before significant changes in the acquisition of domain-based knowledge and critical thinking emerge. Future studies should explore longitudinal effects of mind-map proficiency training on both short- and long-term information retrieval and critical thinking.