CONCEPT MAPPING AND MIND MAPPING IN PROBLEM-BASED LEARNING FOR MEDICAL EDUCATIONcation

Abstract

Background: Medical education's heavy learning load requires learning technologies that can integrate varied instructional information. Objective: This study aims to synthesize evidence on the use of concept maps and mind maps in Problem-Based Learning (PBL) within medical education through a systematic review process. Methods: The research involved identifying, screening, assessing eligibility, and thematically synthesizing relevant literature. Out of 128 publications identified, 11 studies met the inclusion criteria and were analyzed in depth. Results: The results indicate that concept maps support hierarchical integration of basic and clinical concepts, enhance meaningful learning, and strengthen critical thinking, clinical reasoning, and problem-solving skills. In contrast, mind maps were found to be effective for simplifying complex information, improving initial comprehension, enhancing memory retention, and organizing ideas in small-group discussions. Several assessment approaches were identified, including structural rubrics, argument-based evaluation, clinical problem-solving performance measures, and the MMAR rubric. Conclusion: In conclusion, both visual mapping tools offer significant pedagogical value in PBL but require structured training and guidance to achieve optimal effectiveness. A sequential integration of mind maps followed by concept maps has the potential to further enhance learning outcomes for medical students.