Mind maps and concept maps significantly enhance knowledge retention, recall, and assessment performance in four of six RCTs among preclinical medical students¶

Claim · All claims
Evidence · 1 study · review r3 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In a systematic review of six RCTs, four studies reported significantly higher assessment scores with mind maps or concept maps compared to traditional methods. → Aljamal Husam 2025

Evidence¶

Aljamal Husam 2025¶

Aljamal Husam, Alawneh Rama, Derbas Afnan, Edaibes Mohammad, Ahmed Aya, Amer Lama, Alzoubi Hiba, Serhan Hashem Abu Habuser. (2025). Efficacy of mind maps and concept maps in enhancing academic performance among undergraduate medical students in the preclinical stage: a systematic review. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-025-10437-4

q3 · i? · review · r3

Systematic review (PROSPERO CRD42024529458, PRISMA) of six RCTs in preclinical undergraduate medical education, synthesized narratively because heterogeneity prevented meta-analysis. The review reports that the majority of studies show significant enhancement of "knowledge retention, recall, and assessment performance compared to traditional study methods."

"The majority of studies indicate that these tools significantly enhance knowledge retention, recall, and assessment performance compared to traditional study methods."

Discussion¶

Related Claims¶

• Concept maps suit deep hierarchical integration tasks while mind maps suit organization and rapid recall, with mean score gains of 5–15% — a broader claim this one bears on
• Mind mapping significantly improves knowledge retention in neuroanatomy learning versus didactic lecture (Teli et al., 2020) — a narrower finding that bears on this claim
• Two RCTs found no significant performance difference for mapping interventions, yet students consistently preferred the methods — a narrower finding that bears on this claim
• Online testable concept maps improve pathology quiz scores with moderate-to-large effect sizes (Cohen's d = 0.7–0.8) — a narrower finding that bears on this claim
• Improvements in objective knowledge outcomes (Kirkpatrick Level 2) from technology-enhanced learning were inconsistent across neuroanatomy interventions — related
• Learner motivation and engagement (Kirkpatrick Level 1) were consistently high across technology-enhanced neuroanatomy interventions — related