Effectiveness of Mind Mapping as an Integrative Teaching Method on Learning Domains among Physiotherapy Students

Abstract

Background: Competency-Based Education (CBE) in physiotherapy emphasizes measurable clinical skills, problem-solving, and evidence-based reasoning over rote memorization. However, traditional lecture-based methods often fail to integrate preclinical neuroanatomy with clinical applications, leading to fragmented knowledge and poor clinical reasoning. Mind mapping, a visual and collaborative tool, may bridge this gap by linking anatomy, pathology, and rehabilitation strategies.

Objective: To assess the effectiveness of mind mapping as an integrative teaching method on cognitive, affective, and psychomotor learning domains among final-year physiotherapy students.

Methods: A quasi-experimental, post-test-only educational intervention study was conducted at a physiotherapy institute. Twenty-nine final-year undergraduate students were randomized into two groups: Group A (n=14, traditional teaching) and Group B (n=15, mind mapping). Both groups received teaching on the seventh cranial nerve. Outcomes measured included pre- and post-theory multiple-choice questions (MCQs) and practical assessment scores (Mini-CEX). Feedback on student perceptions was collected through a structured questionnaire. Data were analysed using SPSS v24. Independent t-tests compared inter-group differences, with significance set at p<0.05.

Results: The mean age of participants was 21.05 ± 1.25 years, with a female predominance (82.8%). Both groups showed significant improvement in post-theory MCQ scores (p=0.002). However, Group B demonstrated significantly greater gains in mean MCQ score difference (12.94 ± 1.48 vs 6.40 ± 1.34; p=0.00) and post-practical Mini-CEX scores (17.26 ± 0.79 vs 13.20 ± 1.50; p=0.00) compared to Group A. Feedback revealed that 85% of Group B students reported improved visualization of neuroanatomical connections, 80% reported enhanced collaboration and treatment planning, and 78% found the method more engaging than lectures.

Conclusion: Mind mapping as an integrative teaching strategy significantly enhanced theoretical knowledge, practical performance, and clinical reasoning in physiotherapy students. By fostering active engagement and holistic integration of knowledge, mind mapping aligns well with CBE principles. It should be incorporated into physiotherapy curricula for neurorehabilitation training.