Mind Mapping: An instructional strategy to promote integration of knowledge for patient-center care
Purpose
As faculty we are faced with the responsibility of developing student’s knowledge base and critical reasoning skills so that they can serve as evidenced based patient-centered practitioners. Managing a patient’s plan of care requires physical therapist to integrate data in order to formulate an appropriate plan of care. To meet this expectation, faculty within physical therapist education programs use various teaching and learning strategies to transmit knowledge. However, integration of knowledge is often developed during student’s clinical educational experiences. Assisting physical therapy students during the academic portion of their curriculum to integrate material is essential to prepare them for their clinical experiences. Mind Mapping is an innovative instructional strategy which focuses on integrating information using a 360 non-linear approach. Mind maps require learners to think not only in a curvilinear manner but also to use visuospatial relationships which flow from a central concept. For students, using this 360 approach to explore and connect concepts and themes a rich environment for content integration emerges. In the literature mind mapping is emerging as a positive learning strategy used when teaching physical therapy students as well as other health science students. Mind mapping, this innovative teaching strategies, can be infused at several points within physical therapy education. One option is that physical therapy faculty can model for students their own integration of knowledge by creating and sharing their mind maps. Alternately, students can create their own mind maps and thereby engage in self-directed active learning. Both of these options described for utilizing Mind Mapping in physical therapy education provide rich experiences for students to work on integrating content knowledge for the development of robust patient-centered care practices.
Methods and/or Description of Project
This presentation will provide participants with a clear understanding of what mind mapping is and actively engage the participants in a discussion and hands on experience of how mind mapping can be used to develop one’s knowledge base and integration fostering critical reasoning. Using a mind map’s non-linear approach to learning may further aid student’s ability to critically reflect upon and analyze the necessary information, to not only develop but modify a patient’s plan of care.
Results/Outcomes
Results/Outcomes:
Presenters will share preliminary quantitative and qualitative data on the Mind mapping in physical therapy education
Conclusions/Relevance to the conference theme: The Pursuit of Excellence in Physical Therapy Education
The Mind Mapping instructional strategy described in this presentation supports the conference overarching theme of excellence in PT education. Specifically, mind mapping addresses the importance of knowledge integration to foster clinical reasoning, while offering a unique instructional strategy which can be used for advancing research that supports the scholarship of teaching and learning in Physical Therapy. The mind mapping strategy used by the faculty and physical therapy students to prepare students for clinical experiences is only one of many potential options for infusing mind mapping into physical therapy curricula. We believe that employing diverse teaching strategies based upon sound educational theory can positively support the development of physical therapy students to achieve excellence in their didactic and clinical experiences.
References
Buzan T, Buzan B. The Mind Map Book. London, England: BBC Books; 1993.
D'Antoni, A., Pinto Zipp, G., Olson, V., and Cahill, T. (2010). Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students? BMC Medical Education, 10 (61).
D'Antoni, A., Pinto Zipp, G., and Olson, V. (2009). Interrater reliability of mind map assessment rubric in a cohort of medical students. BMC Medical Education. 9 (19).
D'Antoni, A.V., & Pinto Zipp G. (2006). Applications of the mind map learning technique in chiropractic education: a pilot study and literature review. J Chiro Humanities. 13, 2-11.
Farrand P, Hussain F, Hennessy E. The efficacy of the ‘mind map’ study technique. Med Educ.2002;36:426-431.
Michelini, CA. Mind map: A new way to teach patients and staff. Home Healthc Nurse. 2000;18:318-322.
Pinto Zipp, G., & Maher, C. (2009). Mind maps: useful schematic tool for organizing and integrating concepts of complex patient care in the clinic and classroom. Journal of College Teaching and Learning, 6 (2).
Shepard KF, Jensen GM, eds. Handbook of Teaching for Physical Therapists. 2nd ed. Boston, Ma: Butterworth-Heinemann;
Course Objectives
Following this presentation, participants will be able to:
1. Provide an overview of the tenets associated with the development of a mind map.
2. Present a model of infusion and assessment of mind maps, utilized in a physical therapy curriculum.
3. Engage participants in considering how to integrate mind maps into their physical therapy curriculum.
4. Present data on student perceptions regarding mind map utility as a learning strategy.
Instructional Methods
This session will utilize an active learning format which incorporates both didactic and experiential opportunities to:
1. Provide an overview of the tenets associated with the development of a mind map
2. Present a model of infusion and assessment of mind maps, utilized in a physical therapy curriculum
3. Engage participants in considering how to integrate mind maps into their physical therapy curriculum
4. Present data on student perceptions regarding mind map utility as a learning strategy.
Tentative Outline/Schedule
Outline of Time and Content:
0:00- 0:30 Provide an overview of the tenets associated with the development of a mind map
0:30- 0.60 Present a model of infusion and assessment of mind maps, which has been utilized in a physical therapy curriculum
0:60-1:30 Engage participants in considering how to integrate mind maps into their physical therapy curriculum
1:30-2:00 Present data on student perceptions regarding mind map utility as a learning strategy
2:00-2:30 Open Forum: questions and discussion