Mind mapping significantly improves knowledge retention in neuroanatomy learning versus didactic lecture (Teli et al., 2020)¶
Claim · All claims
Evidence · 1 study · reviewr3·q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? First-year MBBS students learning neuroanatomy with mind mapping scored significantly higher on knowledge retention than the didactic lecture group (p < 0.0001). → 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
RCT included in the review: 80 first-year MBBS students, 40 in a 45-minute mind mapping session and 40 in a didactic lecture, learning neuroanatomy. The review reports a significant improvement in knowledge retention in the intervention group with "mean score: 82.4% vs. 69.8%, p < 0.0001"; no effect size printed.
"Teli et al. (Indian Journal of Clinical Anatomy and Physiology 7(2):243–246, 2020) observed a significant improvement in knowledge retention in the intervention group (mean score: 82.4% vs. 69.8%, p < 0.0001)."
Discussion¶
Related Claims¶
- Online testable concept maps improve pathology quiz scores with moderate-to-large effect sizes (Cohen's d = 0.7–0.8) — related
- Mind maps and concept maps significantly enhance knowledge retention, recall, and assessment performance in four of six RCTs among preclinical medical students — a broader claim this one bears on
- An AR application produced smaller test-score gains than cross-section study and higher extraneous cognitive load (Henssen et al.) — related
- AR and 2D methods boosted knowledge similarly, but the 3D AR method drew greater satisfaction and student preference (Lopez et al.) — related
- Generative retrieval improves anatomy knowledge retention in anaesthesiology residents at one week and one month — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-10-31 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.