The Assessment of the Impact of Training With Various Metacognitive Interventions on the Enhancement of Verbal Fluency in School-Age Children With ADHD.

OBJECTIVE: The aim of this study was to examine whether a 3-month training with the use of the metacognitive strategies would strengthen the executive function related to verbal fluency in children with ADHD. METHOD: A total of 45 children with ADHD (M = 10.41; SD = 1.42) participated in a randomized experimental study. They completed the Verbal Fluency Test before and after training. RESULT: The results of the Wilcoxon test show that the mean number of words spoken by the child increased significantly in the second measurement compared to the first in the Mind Map group (M = 11.40; SD = 4.03; M = 14.46; SD = 3.99; p = .001). Unfortunately, this data did not apply to the Sketchnoting Group. Verbal regression was noted in the Control Group. CONCLUSION: The results provide an interesting premise for further research. Perhaps Mind Mapping training can be an effective form of complementary therapy.

General Practitioners' Perceptions of the Use of Wearable Electronic Health Monitoring Devices: Qualitative Analysis of Risks and Benefits.

BACKGROUND: The rapid diffusion of wearable electronic health monitoring devices (wearable devices or wearables) among lay populations shows that self-tracking and self-monitoring are pervasively expanding, while influencing health-related practices. General practitioners are confronted with this phenomenon, since they often are the expert-voice that patients will seek. OBJECTIVE: This article aims to explore general practitioners' perceptions of the role of wearable devices in family medicine and of their benefits, risks, and challenges associated with their use. It also explores their perceptions of the future development of these devices. METHODS: Data were collected during a medical conference among 19 Swiss general practitioners through mind maps. Maps were first sketched at the conference and their content was later compared with notes and reports written during the conference, which allowed for further integration of information. This tool represents an innovative methodology in qualitative research that allows for time-efficient data collection and data analysis. RESULTS: Data analysis highlighted that wearable devices were described as user-friendly, adaptable devices that could enable performance monitoring and support medical research. Benefits included support for patients' empowerment and education, behavior change facilitation, better awareness of personal medical history and body functioning, efficient information transmission, and connection with the patient's medical network; however, general practitioners were concerned by a lack of scientific validation, lack of clarity over data protection, and the risk of stakeholder-associated financial interests. Other perceived risks included the promotion of an overly medicalized health culture and the risk of supporting patients' self-diagnosis and self-medication. General practitioners also feared increased pressure on their workload and a compromised doctor-patient relationship. Finally, they raised important questions that can guide wearables' future design and development, highlighting a need for general practitioners and medical professionals to be involved in the process. CONCLUSIONS: Wearables play an increasingly central role in daily health-related practices, and general practitioners expressed a desire to become more involved in the development of such technologies. Described as useful information providers, wearables were generally positively perceived and did not seem to pose a threat to the doctor-patient relationship. However, general practitioners expressed their concern that wearables may fuel a self-monitoring logic, to the detriment of patients' autonomy and overall well-being. While wearables can contribute to health promotion, it is crucial to clarify the logic underpinning the design of such devices. Through the analysis of group discussions, this study contributes to the existing literature by presenting general practitioners' perceptions of wearable devices. This paper provides insight on general practitioners' perception to be considered in the context of product development and marketing.

The Influence of Metacognitive Strategies on the Improvement of Reaction Inhibition Processes in Children with ADHD.

BACKGROUND: Low response inhibition underlies attention disorders and hyperactivity. The aim of this study is to check whether these processes will be strengthened by three months of training with metacognitive strategies. METHODOLOGY: Forty-five schoolchildren took part in an experimental study (M = 10.41; SD = 1.42). Each child had been diagnosed with attention deficit hyperactivity disorder (ADHD). The participants were randomly assigned into three groups: the first group was tested for the effect of Mind Maps; the second group, for the effect of Sketchnoting, while the third group was assigned the role of a Control group. All of the groups were examined with the Loud Subtraction 7 test (LS7T) with a distractor before and after the training. RESULTS: Analysis with the Wilcoxon test showed that children with ADHD made significantly fewer errors in the LS7 Test in the second measurement in the Mind Maps group (M1 = 7.45; SD1 = 4.07; M2 = 5.76; SD2 = 4.68; p = 0.02). In the remaining groups, there were no statistically significant differences in the average number of errors made. CONCLUSIONS: Mind Maps are an effective metacognitive strategy. Regular use of this method strengthens the inhibition of children with ADHD in this study. It can complement the existing forms of support for the child.

Use of mind maps in dental education: An activity performed in a preclinical endodontic course.

PURPOSE/OBJECTIVES: (1) to assess the ability of dental students to use mind maps to express the relationships of endodontic theory and technique; (2) to explore features illustrated from the highest- and lowest-graded mind maps; and (3) to evaluate improvements in successive mind maps from the same student. METHODS: A total of 31 second-year students were asked to configure a mind map on root canal cleaning-shaping and then 18 weeks later develop a second mind map on root canal obturation. Faculty visually analyzed the mind maps using a qualitative approach: a multilayered process of thematic analysis. Codes and themes were generated to investigate if students were able to express appropriate and evidence-based ideas on the topics (accuracy of relationships and depth of information presented). Two of the highest- and 2 of the lowest-graded mind maps for each activity were directly compared. Improvement by the same student from the first to second mind map was also evaluated based on trend/style and creativity. RESULTS: The majority of the students accurately expressed the scientific basis for root canal cleaning-shaping and obturation. The highest-graded mind maps displayed the biomedical and humanistic conceptions of critical thinking. In comparing the second mind map to the first, nearly 50% of the students incorporated more detail and artistic expression in the second map. CONCLUSIONS: using mind maps in dental education can benefit students with different learning styles and help the instructor to identify the level of conceptualization that the student had developed about a topic.

O uso de mapas mentais para compreender a percepção do acadêmico de medicina sobre profissionalismo médico / The use of mind maps to understand the medical student's perception of doctors professionalism

Introdução: A temática do profissionalismo médico está presente nas discussões da atualidade, pois pode amparar melhoras a formação profissional. Essa discussão já está presente em grande parte das escolas médicas do mundo e cresce cada vez mais no país. O período atual está trazendo mudanças curriculares, por isso, é bastante oportuno que o profissionalismo seja trabalhado durante a graduação, desde o seu início. Considerando que cada acadêmico já vem para a graduação com algum conteúdo relacionado ao profissionalismo médico, essa pesquisa retrata a compreensão dos acadêmicos de medicina do UNIDEP ­ Centro Universitário de Pato Branco sobre o tema. Foi adotada a definição de profissionalismo médico dos seguintes órgãos: American Board of Internal Medicina Foudation, American College of Physicians Foundation e European Federation of Internal Medicine. Metodologia: O presente estudo foi de caráter qualitativo, por análise de conteúdo com categorias apriorísticas e procurou compreender a percepção do profissionalismo médico pelos acadêmicos de medicina do UNIDEP. Os dados foram coletados utilizando mapas mentais e foi realizada uma análise do conteúdo textual e gráfico, os quais foram elencados para descrever as percepções deles com relação ao profissionalismo médico. Tanto para os princípios do profissionalismo quanto para as responsabilidades profissionais houve descritores elencados pelos acadêmicos. Resultados: Considerando as definições para os princípios do profissionalismo, a autonomia foi descrita em 10 mapas e o item mais citado para as responsabilidades profissionais foi o compromisso com a responsabilidade profissional, o qual foi descrito em 17 dos 20 mapas obtidos. Considerando os elementos gráficos, citando os mais frequentes, houve registro de estetoscópio, médico, dinheiro e livros. Em todos os mapas havia algum registro ou gráfico ou textual relacionado à ética médica, sendo identificado como um livro, como documento de regras e como uma pessoa com a boca costurada/fechada (associada ao sigilo). Essas informações oportunizam a compreensão que existe um conhecimento do acadêmico sobre profissionalismo médico, que em um primeiro momento pode ser empírico, mas que demonstra a possibilidade de deslocamento com a evolução dos semestres. As informações obtidas apoiarão a presença do tema profissionalismo médico no currículo formal, bem como o planejamento e a realização de atividades com esse foco

Introduction: Medical professionalism has in its fundamental principles the primacy for the patient's well-being, the principle of patient autonomy and the principle of social justice. It also has a commitment to competence, honesty and confidentiality, to maintain appropriate relationships with patients, to improve quality and access to care, fair distribution of resources, commitment to scientific knowledge, to properly handle conflicts of interests and to maintain professional responsibilities according to the materials made by the following institutions: American Board of Internal Medicine Foundation, American College of Physicians Foundation and European Federation of Internal Medicine. Methodology: The present study was a qualitative observational study, which sought to understand the perception of medical professionalism by medical students at UNIDEP - Centro Universitário de Pato Branco. Data were collected using mind maps and an analysis of the listed textual and graphic elements was performed to describe their perceptions of medical professionalism. Principles of competency and for professional responsibilities were listed by academics. Results: Considering the definitions for the principles of professionalism, autonomy was described in ten maps and the item most cited for professional responsibilities was the commitment to professional responsibility, which was described in 17 of the 20 maps obtained. Considering the graphic elements, the most frequent ones were a draw of a stethoscope, doctor, money and books. In all maps there was something related to medical ethics, being identified as a book, a rule document and as a person with a mouth sewn / closed (associated with confidentiality). This information provides an opportunity to understand that there is an academic knowledge about medical professionalism, which at first may be empirical, but that demonstrates the possibility of displacement with the evolution of the semesters. The information obtained will support the presence of the of medical professionalism theme in the formal curriculum, as well as planning and execution activities with this focus

Mapas mentales y aprendizaje móvil para la dirección del trabajo independiente en Morfofisiología / Mental maps and mobile learning devices for the management of independent work in morphology-physiology subject

RESUMEN Introducción: en estos tiempos, aprender y enseñar implica adoptar modelos no tradicionales y propiciar las vías para acceder al conocimiento, en lo que el desarrollo del aprendizaje móvil conlleva a la aparición de nuevos modelos y metodologías de presentación de los contenidos de aprendizaje. Objetivo: confeccionar una aplicación móvil de mapas mentales para sintetizar, organizar y presentar gráficamente al estudiante la información de apoyo para su autopreparación durante la ejecución del trabajo independiente, así como su aprendizaje significativo. Desarrollo: los resultados corresponden a una investigación descriptiva, longitudinal y prospectiva y a la aplicación preliminar de una estrategia en función del perfeccionamiento de la dirección del trabajo independiente, en la disciplina Morfofisiología de la carrera de Estomatología de la Universidad de Ciencias Médicas de Pinar del Río, para lo cual se consideraron las posibilidades que ofrece la aplicación para Android, Mindomo, versión 3.0.15, destinada a la elaboración de esquemas y mapas mentales, que permitió representar los contenidos de la disciplina libres de la organización lineal que ofrecen los textos o materiales que forman parte de la bibliografía. Conclusiones: los esquemas y mapas mentales elaborados mediante el uso de tecnología móvil, permitieron sintetizar, organizar y presentar gráficamente al estudiante la información de apoyo para su autopreparación durante la ejecución del trabajo independiente; favoreció la integración de los contenidos de Morfofisiología, al destacar sus invariantes, así como al aprendizaje significativo y colaborativo en la solución de las tareas docentes.

ABSTRACT Introduction: in these times, learning and teaching implies adopting non-traditional models and promoting ways to access to knowledge, in which the development of mobile learning devices lead to the appearance of new models and methodologies for the presentation of learning contents. Objective: to prepare a mobile application of mental maps to synthesize, organize and graphically present to the student the support information for their self-preparation during the execution of independent work, as well as their meaningful learning. Development: the results correspond to a descriptive, longitudinal and prospective research and to the preliminary application of a strategy responding to the improvement of the management of independent work in the subject morphology-physiology in Dentistry Studies at Pinar del Río University of Medical Sciences, which was made considering the possibilities that as a learning resource offers the application for Android, Mindomo, version 3.0.15 aimed at creating schemes and mental maps, which allowed to represent the contents of the subject free of the linear organization offered by the textbooks or materials that are part of the literature. Conclusions: the schemes and mental maps created by means of mobile learning devices, allowed to synthesize, organize and graphically present to the students the support information for their self-preparation during the management of the independent work; it favored the integration of the contents of morphology and physiology, emphasizing its invariants, as well as to the significant and collaborative learning to solve the teaching tasks.

Use of mind maps and iterative decision trees to develop a guideline-based clinical decision support system for routine surgical practice: case study in thyroid nodules.

OBJECTIVE: The study sought to develop a clinical decision support system (CDSS) for the treatment of thyroid nodules, using a mind map and iterative decision tree (IDT) approach to the integration of clinical practice guidelines (CPGs). MATERIALS AND METHODS: Thyroid nodule CPGs of the American Thyroid Association and Korean Thyroid Association were analyzed by endocrine surgeons (domain experts) and computer scientists. Clinical knowledge from the CPGs was expressed using mind maps. The mind maps were analyzed and converted into IDTs. The final IDT was implemented as a set of candidate rules (3700) for a knowledge-based CDSS. The system was evaluated via a retrospective review of the medical records of 483 patients who had undergone thyroidectomy between January and December 2015 at a single tertiary center (Seoul National University Hospital Bundang, Korea). RESULTS: Concordance between CDSS recommendations and treatment in routine clinical practice was 78.9%. In the 21.1% discordant cases, deviation from the CDSS treatment recommendation was mainly attributable to (1) refusal of the patient to undergo total thyroidectomy and (2) conversion from lobectomy to total thyroidectomy following an unexpected histological finding during intraoperative frozen biopsy lymph node analysis. CONCLUSIONS: The present study demonstrated that a knowledge-based CDSS is feasible in the treatment of thyroid nodules. A high-quality knowledge-based CDSS was developed, and medical domain and computer scientists collaborated effectively in an integrated development environment. The mind map and IDT approach represents a pioneering method of integrating knowledge from CPGs.

Value-based design for the elderly: An application in the field of mobility aids.

In the aging society, the need for the elderly to remain mobile and independent is higher than ever. However, many aids supporting mobility often fail to target real needs and lack acceptance. The aim of this study is to demonstrate how value-based design can contribute to the design of mobility aids that address real needs and thus, lead to high acceptance. We elicited values, facilitators, and barriers of mobility of older adults via ten in-depth interviews. Next, we held co-creation sessions, resulting in several designs of innovative mobility aids, which were evaluated for acceptance via nine in-depth interviews. The interviews resulted in a myriad of key values, such as "independence from family" and "doing their own groceries." Design sessions resulted in three designs for a wheeled walker. Their acceptance was rather low. Current mobility device users were more eager to accept the designs than non-users. The value-based approach offers designers a close look into the lives of the elderly, thereby opening up a wide range of innovation possibilities that better fit their actual needs. Product service systems seem to be a promising focus for targeting human needs in mobility device design.

Making large class basic histology lectures more interactive: The use of draw-along mapping techniques and associated educational activities.

At Stellenbosch University, South Africa, basic histology is taught to a combination class of almost 400 first-year medical, physiotherapy, and dietetic students. Many students often find the amount of work in basic histology lectures overwhelming and consequently loose interest. The aim was to determine if a draw-along mapping activity would focus students during large class lectures. After each lecture on three basic histology tissues, a guided draw-along mapping session covering the work from the lecture was introduced in the form of a click-advance PowerPoint presentation which was used to demonstrate the unfolding of an "ideal" map. The lecturer simultaneously drew a similar map using an overhead projector allowing the students to draw their own maps on blank sheets of paper along with the lecturer. Students remained attentive during the activity and many participated in answering informal questions posed by the lecturer as the map-making session progressed. After the last session, students completed an anonymous, voluntary questionnaire (response rate of 78%). The majority of students found the draw-along maps useful (94%) and believed that its use should be continued in the future (93%). A significant increase (P < 0.001) was found in the test results of student cohorts who were given the current intervention compared to cohorts from previous years who were given mind maps as handouts only or had no intervention. The use of the draw-along mapping sessions were successful in focusing students during large class lectures while also providing them with a useful tool for their studies.

Mind maps: Enhancing midwifery education.

Educationalists need to think outside the box to facilitate students to learn key information essential for professional practice. The use of mind maps incorporated into an assessment strategy and programme is an innovative way of facilitating students to understand key information. Mind maps have the potential to provide students with a strategy for retaining information, integrating critical thinking and problem solving skills. This article reviews the current discussion on mind maps and discusses the integration of mind maps into a component of an assessment strategy.

Impact, meaning and need for help and support: The experience of parents caring for children with disabilities, life-limiting/life-threatening illness or technology dependence.

Parenting a child with complex needs or disabilities is a challenging proposition. This study, which drew upon of the experiences of the parents of 34 children (in 33 families), set out to explore the themes of impact, need for help and support and meaning/sense-making as they were related by parents. Data were collected using semi-structured interviews, and an emerging theoretical framework was validated through the use of a series of mind-maps(®) which were presented to individual parents as the basis for a second round (verificational) interview. Parents were nominated into the study by health care professions who were asked to identify the subject children to one of three separate sub-groups: children with a disability; children with a life-limiting/life-threatening illness or children with a technology dependence. Comparisons were made between the three study sub-groups in order to identify areas of consistency and of inconsistency. A fourth study theme - 'battleground' emerged from entirely within the data set. Sense-making occupied a central position within the overall theoretical framework for the study and parental perception of 'battleground' presented as significant element of parental sense-making, particularly in the context of their relationships with professional staff.

Clinical teaching plans prepared with mind maps / 中华医学教育探索杂志

Clinical teaching plan of pneumothorax and hemorrhagic shock was prepared with mind maps. The process of making this teaching plan was demonstrated as follows:relationship among all levels of subjects in this course was manifested by text and graph as belong and relevance. It is sim-ple, smooth, focused, lucid and easy to understand and remember. Application of mind mapis ex-tremely simple;it is suitable for medical education and is conducive to enhancing teaching efficiency.

Utilidad de los esquemas conceptuales y mapas mentales en el proceso enseñanza-aprendizaje en residentes de pediatría / Utility of conceptual schemes and mental maps on the teaching-learning process of residents in pediatrics

Antecedentes. El presente trabajo se realizó en el Servicio de Medicina Interna del Hospital Infantil del Estado de Sonora. El uso de esquemas conceptuales y mapas mentales, ¿tendrá mejor efecto en los procesos de enseñanza–aprendizaje–evaluación en médicos residentes? Objetivos. Explorar en residentes de pediatría de tres niveles, los efectos de esquemas conceptuales y mapas mentales como técnica de enseñanza–evaluación en comparación con los exámenes de opción múltiple. Material y métodos. Durante su rotación en los servicios a lo largo de 6 meses, se hizo a 22 residentes de diferentes grados de escolaridad una evaluación inicial de aprovechamiento después de la lectura de un tema médico y luego se utilizaron esquemas conceptuales y mapas mentales, como instrumento de enseñanza–aprendizaje–evaluación, valorando su impacto en la comprensión, a la vez que se establecían comparaciones con el procedimiento habitual de calificación (examen de opción múltiple). Se diseñaron rúbricas y valores específicos por cada tema y se procesaron los datos estimados en paquete estadístico (JMP versión 5, SAS Inst. 2004). Resultados. Se observó que el aprovechamiento fue notable en los tres grupos (p < 0.001) al emplear los esquemas conceptuales y mapas mentales que resultaron ser mejor instrumento de evaluación comparado con los exámenes de opción múltiple (p < 0.0005). Conclusión. Con base en lo descrito se recomienda el uso de estas técnicas educativas para los residentes médicos en formación y para los diferentes grados de estudio.

BACKGROUND: The present study was done at the internal medicine service oft he Hospital lnfantil in the State of Sonora, Mexico. We tried to address the question of the use of conceptual schemes and mind maps and its impact on the teaching-learning-evaluation process among medical residents. OBJECTIVE: Analyze the effects of conceptual schemes, and mind maps as a teaching and evaluation tool and compare them with multiple choice exams among Pediatric residents. MATERIAL AND METHODS: Twenty two residents (RI, RII, RIII)on service rotation during six months were assessed initially, followed by a lecture on a medical subject. Conceptual schemes and mind maps were then introduced as a teaching-learning-evaluation instrument. Comprehension impact and comparison with a standard multiple choice evaluation was done. The statistical package (JMP version 5, SAS inst. 2004) was used. RESULTS: We noted that when we used conceptual schemes and mind mapping, learning improvement was noticeable among the three groups of residents (P < 0.001) and constitutes a better evaluation tool when compared with multiple choice exams (P < 0.0005). CONCLUSION: Based on our experience we recommend the use of this educational technique for medical residents in training.