Mind Maps for Medical Students

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Many learning strategies, such as case-based learning and PBL, assume the learner is committed to lifelong learning and will integrate previous knowledge with newly acquired knowledge[ 10, 11]. This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.

I study often, but I have found myself spending most of my time doing summaries and not actively learning. The interaction between the learner and his environment results in meaning or understanding; therefore, the two are inextricable[ 9]. The operational definitions of these subscales, adapted from a previous Delphi study, [ 14] follow: analysis (ability to identify the intended and actual inferential relationships among statements, questions, concepts, descriptions or other forms of representation intended to express beliefs, judgments, experiences, reasons, information or opinions); inference (ability to identify and secure elements needed to draw reasonable conclusions; to form conjectures and hypotheses, to consider relevant information and to educe the consequences flowing from data, statements, principles, evidence, judgments, beliefs, opinions, concepts, descriptions, questions, or other forms of representation); evaluation (ability to state the results of one's reasoning; to justify that reasoning in terms of the evidential, conceptual, methodological, criteriological and contextual considerations upon which one's results were based; and to present one's reasoning in the form of cogent arguments); deductive reasoning (assumed truth of the premises purportedly necessitates the truth of conclusion and this includes traditional syllogisms, as well as, algebraic, geometric, and set-theoretical proofs in mathematics); and inductive reasoning (an argument's conclusion is purportedly warranted, but not necessitated, by the assumed truth of its premises and this includes scientific confirmation and experimental disconfirmation)[ 31]. A difference score was created between the standardized quiz scores so that the degree to which the variability in each quiz affected the outcome would be the same. Subjects in the control group used standard note-taking (SNT) strategies that they used throughout their academic careers to learn the text passage.Just received our advanced copies of Bare Bones Anaesthesia - a one-stop full-colour resource which provides tailored, guideline-specific information to prepare you for your medical school examinations. By using preferred note-taking strategies, subjects in the SNT group were able to rely on previous note-taking experiences that helped shaped their current understanding and learning of the material in the text passage,[ 10] while those in the MM group could not rely on prior mind map note-taking experiences as they were novices. The authors also developed a method to score the mind maps based on structure and content; however, they did not describe the method nor did they provide any data to support it[ 26]. APA: Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction.

Would be easier to annotate and read fluently if the printing was done in a normal upright position.

Taconis R, Ferguson-Hessler MGM, Broekkamp H: Teaching science problem solving: An overview of experimental work. The HSRT reports an overall numerical score and 5 subscales: analysis, inference, evaluation, deductive reasoning, and inductive reasoning. Irrespective of the mechanism, information enters the mind of the learner, who is actively trying to make sense of the information. The HSRT consists of 33 multiple-choice questions that measure critical thinking by challenging students to form reasoned judgments based on textually presented information consisting of a number of vignettes[ 31]. This would enable them to move from novice to expert regarding the creation of mind maps, and therefore, could ultimately allow them to emphasize critical thinking.