Mind mapping: An active visual, non-linear tool for augmenting student-learning strategy, underutilized in Sudanese medical education

Nahlaa A. Khalifa, King Abdulaziz University, Saudi Arabia

Purpose: Present evidence of the Mind Mapping (MM) value, for better teaching, learning and researching. Improve understanding about the effectiveness of using MM in medical education in Sudan.
Methodology: The literature was gained by searching library databases (PubMed, PsychINFO, MEDLINE and EMBASE). It is a summary of both conceptual and empirically published literature on the uses of MM in medical education.
Findings: MM promotes meaningful learning; boosts teaching confidence and effectiveness; expresses research ideas in a visual way. There is a lack of significant prior research on using MM in medical education in Sudan.
Practical implications: High-quality professional training for university teaching staff.
Social implications: Assist learners with lower cognitive competence.
Originality/value: MM supports knowledge acquisition, fosters critical, finds a logical progression through modules and researches. The article advocates that MM approaches could be more widely adopted in Sudan.
Keywords: Sudan; Mind Mapping; MM; critical thinking; visual learning; medical education; information retrieve.

IJSR_VNKhaleefa.pdf
IJSR_VNKhaleefa.pdf
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