ABSTRACT
Aim of the study: A medical student has to read vast portion of anatomy in short time period. Mind maps are multi-sensory tool that may help medical students organize, integrate and retain information. The purpose of this study is first to see how mind mapping as a note-taking strategy facilitates medical students to learn anatomy better. Whether a relationship existed between mind-mapping and recall of information was assessed. Materials and Methods: First year medical students (2011 batch) of VIMS &RC, Bangalore were divided in 2 groups. Each group was having 50 students. One group was standard note-taking (SNT) and other was mind map group (MM). Same gross Anatomy topics were assigned for both groups. MM group was given training for mind mapping and asked them to study topic with mind maps. Theory exam was conducted on the given topic for both groups. Marks scored in the exam were compared. After exam a questionnaire was given to MM group to assess their opinion to mind maps. Result: Students belonging to MM group scored better than SNT group. Majority of students of MM group opinion was mind map as a better learning tool in gross Anatomy. Conclusion: Mind maps helped medical students in learning Anatomy. It should be encouraged as a learning tool in gross Anatomy along with standard note-taking method.