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Endah Dwi Astuti
Medical Student, School of Medicine, Faculty of Medicine and Health Sciences, Universitas Muhammadiyah Yogyakarta
Medicine & Pharmacology

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CONCEPT MAPPING AND MIND MAPPING IN PROBLEM-BASED LEARNING FOR MEDICAL EDUCATIONcation Galuh Suryandari; Endah Dwi Astuti
Jurnal Kedokteran Diponegoro (Diponegoro Medical Journal) Vol 15, No 4 (2026): JURNAL KEDOKTERAN DIPONEGORO (DIPONEGORO MEDICAL JOURNAL)
Publisher : Faculty of Medicine, Universitas Diponegoro, Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/dmj.v15i4.54652

Abstract

Background: Medical education's heavy learning load requires learning technologies that can integrate varied instructional information. Objective: This study aims to synthesize evidence on the use of concept maps and mind maps in Problem-Based Learning (PBL) within medical education through a systematic review process. Methods: The research involved identifying, screening, assessing eligibility, and thematically synthesizing relevant literature. Out of 128 publications identified, 11 studies met the inclusion criteria and were analyzed in depth. Results: The results indicate that concept maps support hierarchical integration of basic and clinical concepts, enhance meaningful learning, and strengthen critical thinking, clinical reasoning, and problem-solving skills. In contrast, mind maps were found to be effective for simplifying complex information, improving initial comprehension, enhancing memory retention, and organizing ideas in small-group discussions. Several assessment approaches were identified, including structural rubrics, argument-based evaluation, clinical problem-solving performance measures, and the MMAR rubric. Conclusion: In conclusion, both visual mapping tools offer significant pedagogical value in PBL but require structured training and guidance to achieve optimal effectiveness. A sequential integration of mind maps followed by concept maps has the potential to further enhance learning outcomes for medical students.
Co-Authors Galuh Suryandari