Jutta Jung-Henrich, Kathrin Schlößler, Til Uebel, Nino Chikhradze, Anastasia Suslow, Nicole Lindner, Sandra Fahrenkrog, Judith Kraft, Eva Hummers, Horst Christian Vollmar, Ildikó Gágyor, Dirk Heider, Hans-Helmut König, Norbert Donner-Banzhoff
Development and implementation of a treatment pathway to reduce coronary angiograms - lessons from a failure
BMC health services research
mind mapping visual mapping technique used disciplines medical education represent ideas linked arranged around central core idea topic different subtopicscategories aimed utilize technique teach undergraduate medical students morphology skin lesions assess effectiveness pre posttest quasiexperimental study done among 144 undergraduate medical students total 144 students selected odd even roll numbers categorized two groups using simple random sampling group 1 intervention group students taught using mind mapping technique group 2 control group traditional lecturebased teaching computerassisted pretest posttest carried feedback questionnaire administered intervention group explore students perceptions regarding mind mapping learning tool data analysed using spss software version 16 difference mean pre posttest scores found using independent sampledttest pre posttest score distribution 504127 1144252 pvalue0001 respectively intervention group control group pre posttest score distributions 483139 804163 respectively mean rank mind mapping group higher 7643 lecture group 675 among students 972 agreed fact mind mapping enhanced interest learning 917 students satisfied mind mapping learning method kindle interest develop critical thinking skills students faculty members continue explore evaluate efficacy various learning teaching strategies mind mapping could novel integral part conventional teaching techniques medical education evidenced students performances