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A cross-sectional design randomized phase-I MBBS students into study and control groups using mind mapping versus conventional assignments. Performance was assessed with multiple-choice questions and analyzed pre/post-test data alongside feedback from students and faculty. Results indicate stronger engagement and positive feedback for retention and time management, supporting mind mapping for managing large conceptual content.",{"@graph":63,"@context":122},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":51,"@type":70,"position":76},"https://docshare.wps.com/template/general/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/effectiveness-of-mind-mapping-as-an-active-learning-tool-among-mbbs-phase-1-students-in-biochemistry/237248/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/effectiveness-of-mind-mapping-as-an-active-learning-tool-among-mbbs-phase-1-students-in-biochemistry/237248.png","ImageObject",442,249,{"name":88,"@type":89},"Logic","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-09-27","2026-09-11",true,{"@type":98,"interactionType":99,"userInteractionCount":79},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114,118],{"name":105,"@type":106,"acceptedAnswer":107},"What is the main purpose of the study?","Question",{"text":108,"@type":109},"To assess the effectiveness of mind maps as an active learning tool for first-year (phase-I) MBBS students in biochemistry and to evaluate students’ and faculty perceptions.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How were the study and control groups organized?",{"text":113,"@type":109},"Phase-I medical students (n=140) were randomized into a study group and a control group using computer-generated random numbers, with mind mapping used for the study group and conventional assignments for the control group.",{"name":115,"@type":106,"acceptedAnswer":116},"What outcomes did the study report from pre- and post-tests?",{"text":117,"@type":109},"Mean test scores increased after crossover for both study and control groups, with statistical results reported as insignificant for group-I and highly significant for group-II based on Wilcoxon signed-rank testing.",{"name":119,"@type":106,"acceptedAnswer":120},"What did students and staff report about mind maps?",{"text":121,"@type":109},"Students gave high positive ratings for longer retention and better time management, and faculty perceived mind maps as helpful for large information in the medical curriculum while supporting individualized, responsible learning.","https://schema.org",{"og:url":78,"og:type":124,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":126,"canonical":78},"index,follow",{"doc_id":128,"site_id":56},237248,1789110824,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":88,"user_avatar":133,"doc_module":9,"category_id":50,"category_name":51,"doc_title":59,"doc_description":61,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":79,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":139,"language":140,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":61,"update_tm":129,"read_time":73},1099513958762,"https://ap-avatar.wpscdn.com/avatar/1000023916a998db790?x-image-process=image/resize,m_fixed,w_180,h_180&k=1784791008015729253","DOI Number: 10. 37506/v10/i12/2019/ijphrd/192196  \nEffectiveness of Mind Mapping as an Active Learning Tool among MBBS Phase-1 Students in Biochemistry  \nDeepa S. Sajjannar1, G.V. Naregal2, S.S. Walvekar2  \n1Assistant Professor, 2Tutor, 2Lecturer, Department of Biochemistry,  \nBLDE (Deemed to be University) Shri B.M. Patil Medical College, Vijayapura, Karnataka, India  \nAbstract  \nIntroduction: 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.  \nMethodology: 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.  \nResults: 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.  \nConclusion: 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 learning abstract concepts as in medical biochemistry more enjoyable and helps integrate basic concepts with other specialties.  \nIt also facilitates lateral thinking and longer retention of concepts which would further help them manage time and to fare better in examinations.  \nKeywords: Mind maps, Active learning, Medical Biochemistry, lateral thinking, conceptual integration.  \nIntroduction  \nMedical universities offer anatomy, physiology and clinical biochemistry in the first year of the medical  \nCorresponding Author:  \nDr. Deepa S Sajjannar  \nAssistant Professor, Department of Biochemistry, Shri.  \nB.M.Patil Medical College, BLDE (Deemed to be University), Vijayapur (Karnataka), India Mobile: +918277656601  \ne-mail: [deepasajjanar@gmail.com](deepasajjanar@gmail.com)  \ncourse. Most of the teaching-learning happens through the traditional mode through didactic lectures, tutorialsand practicals 1. This has been the predominant mode of teaching since the inception of universities. Traditional lecturing defined as “…continuous exposition by the teacher” basically infers that the student activity is limited to taking down the points put across by the lecturer or may be limited to asking desultory and random clarifications or questions to the instructor2. This teacher centric or “teaching by telling approach” is now being challenged by a more student centric mode of instruction which is more benefitting to the construction  \nIndian Journal of Public Health Research & Development, December 2019, Vol. 10, No. 12 65  \nof understanding by the students3. The concepts in biochemistry effectively help in understanding the basis of diseases and also in interpreting various investigations requested for the diagnosis or prognosis of the patients4 but Practicing physicians as well as most of the medical students do consider that learning biochemistry","cbCaikTAcaV7BQ9k","https://ap.wps.com/l/cbCaikTAcaV7BQ9k","pdf",483352,6,"English","# Abstract\n# Introduction\n## Traditional vs student-centric learning\n# Methodology\n# Results\n# Conclusion\n# Keywords","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To assess the effectiveness of mind maps as an active learning tool for first-year (phase-I) MBBS students in biochemistry and to evaluate students’ and faculty perceptions.\"},{\"question\":\"How were the study and control groups organized?\",\"answer\":\"Phase-I medical students (n=140) were randomized into a study group and a control group using computer-generated random numbers, with mind mapping used for the study group and conventional assignments for the control group.\"},{\"question\":\"What outcomes did the study report from pre- and post-tests?\",\"answer\":\"Mean test scores increased after crossover for both study and control groups, with statistical results reported as insignificant for group-I and highly significant for group-II based on Wilcoxon signed-rank testing.\"},{\"question\":\"What did students and staff report about mind maps?\",\"answer\":\"Students gave high positive ratings for longer retention and better time management, and faculty perceived mind maps as helpful for large information in the medical curriculum while supporting individualized, responsible learning.\"}]","Effectiveness of Mind Mapping as an Active Learning Tool among MBBS Phase-1 Students in Biochemistry | PDF"]