Genevieve Pinto Zipp

Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students

BackgroundA learning strategy underutilized in medical education is mind mapping. Mind maps are multi-sensory tools that may help medical students organize, integrate, and retain information. Recent work suggests that using mind mapping as a note-taking strategy facilitates critical thinking. The purpose of this study was to investigate whether a relationship existed between mind mapping and critical thinking, as measured by the Health Sciences Reasoning Test (HSRT), and whether a relationship existed between mind mapping and recall of domain-based information.MethodsIn this quasi-experimental study, 131 first-year medical students were randomly assigned to a standard note-taking (SNT) group or mind map (MM) group during orientation. Subjects were given a demographic survey and pre-HSRT. They were then given an unfamiliar text passage, a pre-quiz based upon the passage, and a 30-minute break, during which time subjects in the MM group were given a presentation on mind mapping. After the break, subjects were given the same passage and wrote notes based on their group (SNT or MM) assignment. A post-quiz based upon the passage was administered, followed by a post-HSRT. Differences in mean pre- and post-quiz scores between groups were analyzed using independent samples t-tests, whereas differences in mean pre- and post-HSRT total scores and subscores between groups were analyzed using ANOVA. Mind map depth was assessed using the Mind Map Assessment Rubric (MMAR).ResultsThere were no significant differences in mean scores on both the pre- and post-quizzes between note-taking groups. And, no significant differences were found between pre- and post-HSRT mean total scores and subscores.ConclusionsAlthough mind mapping was not found to increase short-term recall of domain-based information or critical thinking compared to SNT, a brief introduction to mind mapping allowed novice MM subjects to perform similarly to SNT subjects. This demonstrates that medical students using mind maps can successfully retrieve information in the short term, and does not put them at a disadvantage compared to SNT students. Future studies should explore longitudinal effects of mind-map proficiency training on both short- and long-term information retrieval and critical thinking.

Interrater reliability of the mind map assessment rubric in a cohort of medical students

BackgroundLearning strategies are thinking tools that students can use to actively acquire information. Examples of learning strategies include mnemonics, charts, and maps. One strategy that may help students master the tsunami of information presented in medical school is the mind map learning strategy. Currently, there is no valid and reliable rubric to grade mind maps and this may contribute to their underutilization in medicine. Because concept maps and mind maps engage learners similarly at a metacognitive level, a valid and reliable concept map assessment scoring system was adapted to form the mind map assessment rubric (MMAR). The MMAR can assess mind map depth based upon concept-links, cross-links, hierarchies, examples, pictures, and colors. The purpose of this study was to examine interrater reliability of the MMAR.MethodsThis exploratory study was conducted at a US medical school as part of a larger investigation on learning strategies. Sixty-six (N = 66) first-year medical students were given a 394-word text passage followed by a 30-minute presentation on mind mapping. After the presentation, subjects were again given the text passage and instructed to create mind maps based upon the passage. The mind maps were collected and independently scored using the MMAR by 3 examiners. Interrater reliability was measured using the intraclass correlation coefficient (ICC) statistic. Statistics were calculated using SPSS version 12.0 (Chicago, IL).ResultsAnalysis of the mind maps revealed the following: concept-links ICC = .05 (95% CI, -.42 to .38), cross-links ICC = .58 (95% CI, .37 to .73), hierarchies ICC = .23 (95% CI, -.15 to .50), examples ICC = .53 (95% CI, .29 to .69), pictures ICC = .86 (95% CI, .79 to .91), colors ICC = .73 (95% CI, .59 to .82), and total score ICC = .86 (95% CI, .79 to .91).ConclusionThe high ICC value for total mind map score indicates strong MMAR interrater reliability. Pictures and colors demonstrated moderate to strong interrater reliability. We conclude that the MMAR may be a valid and reliable tool to assess mind maps in medicine. However, further research on the validity and reliability of the MMAR is necessary.

Communication Skills in Girls With Rett Syndrome

Rett Syndrome (RS) is an X-linked, neurodevelopmental disorder that occurs primarily in females and causes significant impairment in cognition, motor control, and communication. Teachers and speech-language pathologists (SLPs) encounter girls with RS with increasing frequency as awareness of the disorder increases, yet the literature on clinical interventions with this population is limited. Parents, teachers, and SLPs were surveyed regarding the communication abilities of these girls. Respondents reported that girls with RS use multiple modalities to communicate, with eye gaze the most frequently used modality, followed by picture/symbol systems and body movements. This study provides clinical information for professionals working with girls with RS, and supports the need for additional research on strategies to improve communication in RS.

Applications of the Mind Map Learning Technique in Chiropractic Education: A Pilot Study and Literature Review

Objective: To present a review of the literature and survey results of student satisfaction after using the mind map learning technique. Methods: Fourteen third-year physical therapy students enrolled in a doctoral neurorehabilitation course were required to create a mind map based upon the lecture presentation and assigned reading for 6 diagnoses. The students were asked to complete a post-course survey to assess their perceptions of the usefulness of the mind map learning technique in improving organization and integration of course material. Results: Although the subject pool was limited to 14 students, 10 out of 14 agreed that the mind map learning technique enabled them to better organize/integrate material presented in the course, while only 2 disagreed. The final 2 students responded neutrally when asked if the mind map learning technique assisted them in organizing/integrating course material. However, these 2 students did agree the technique enabled them to recognize areas in which further study was necessary for them to adequately master the course material. Conclusion: While the data obtained from this limited educational experience offers some support for the use of the mind map learning technique in promoting course material integration and learning in physical therapy education, further work is needed to explore its usefulness in chiropractic education. (J Chiropr Humanit 2006;13:2-11) Key Indexing Terms: Chiropractic; Education, Professional; Learning; ProblemBased Learning

Coping self-efficacy as a predictor of adherence to antiretroviral therapy in men and women living with HIV in Kenya.

The purpose of this study was to evaluate the relationship between the coping self-efficacy (CSE) scale and adherence to HIV medication in men and women enrolled in a large HIV treatment program in Kenya. Data were collected from a sample of 354 volunteers attending Nazareth Hospitals nine satellite clinics located in parts of Nairobi, and the central province of Kenya. A social demographic survey, Adult Clinical Trials Group adherence questionnaire, and CSE scale were used to obtain information. Descriptive statistics and logistic regressions were performed to analyze data and to test study hypotheses. Females were less likely to be nonadherent than males: the odds of adherence for females were 3.7 of the odds of adherence for males. Controlling for gender, CSE was significant. Adherence to antiretroviral therapy can be partially explained by CSE. Efforts aimed at building self-efficacy are likely to improve and maintain adherence to HIV and other medication. Implications, limitations, and future directions are discussed.

Prevalence of Burnout Among Doctors of Chiropractic in the Northeastern United States

OBJECTIVE The purpose of this study was to measure the prevalence of burnout among doctors of chiropractic (DCs) in the New York, New Jersey, and Pennsylvania geographical region and compare these results with burnout data from other health care professions. METHODS This exploratory study applied cross-sectional data collection methods. Using nonprobability convenience sampling, a New York-New Jersey-Pennsylvania chiropractic governance body provided contact information of a randomized sample of licensed DCs from their membership directory. Participants included any DC licensed to practice chiropractic whose primary occupation encompassed the chiropractic profession. The Maslach Burnout Inventory-Human Services Survey (MBI-HSS) and a demographic questionnaire were e-mailed to a randomized sample of licensed DCs. RESULTS Of the 772 surveys deployed, 90 returned the survey with usable data. Nearly 40% of the DCs reported a moderate (24%) or high (18%) level of emotional exhaustion, whereas the majority of respondents scored a high (72%) level of personal accomplishment. In total, only 2 participants (2%) met the criteria for high burnout, whereas 42 participants (47%) were low. Statistically significant relationships (P < .001) were found between burnout subscales and the effect of time dedicated to administrative duties, the type of practice setting, the varying chiropractic philosophical perspectives, the publics opinion of chiropractic, and the effect of suffering from a work-related injury. When compared with data from previously published studies using the MBI-HSS for other health professions (ie, medical, nursing, physical therapy, occupational therapy, and dentistry), the values for DCs were significantly lower. CONCLUSIONS The sample of DCs in this study fared more favorably on all 3 dimensions of burnout. They reported lower emotional exhaustion and depersonalization scores and higher personal accomplishment scores than their medical, nursing, physical therapy, occupational therapy, and dentistry colleagues who have been evaluated using the MBI-HSS. However, the levels of emotional exhaustion remain a concern for this professional group.

Perceptions of Mentoring of Full-Time Occupational Therapy Faculty in the United States

The purpose of this study was to describe the occurrence, nature and perception of the influence of mentoring for full-time occupational therapy faculty members who are on the tenure track or eligible for re-appointment in the United States. An online survey was sent during 2010 September, the beginning of the academic year, to all 818 potential participants in the United States entry-level and doctoral programmes. Fifty six of 107 participants who met the criteria reported being in a mentoring relationship and positively rated their perception of the influence of mentoring on academic success and academic socialization. The response of all participants to open-ended questions describes preferred mentoring characteristics (providing information, support), benefits (having someone to go to, easing the stress) and challenges (not enough time, mentoring not valued). Findings inform current and potential faculty of the current state of mentoring. Administrators can use this information when designing mentoring opportunities, educating mentors and mentees about the mentoring process, arranging mentors/mentees release time for engaging in the mentoring process and finally, managing the mentor/mentee needs. The cross-sectional survey of the United States occupational therapy faculty limits generalizability yet paves the way for future studies to explore retention and recruitment of mentored faculty across countries.

The effectiveness of social resource intervention to promote adherence to HIV medication in a multidisciplinary care setting in Kenya.

Adherence to HIV medication has a dramatic impact on morbidity, mortality and health in people living with HIV. Recent studies have demonstrated good adherence to HIV medication among people in sub-Saharan Africa, but few have investigated factors influencing adherence. The goal of this study was to evaluate the effectiveness of social intervention strategies to enhance adherence to HIV medication. A cross-sectional design study was used to obtain data through self-administered questionnaires from 354 individuals who were prescribed HIV medication at nine satellite centres under the auspice of the Nazareth Hospital in Kenya. Binomial logistics were used to test the relationships between social support and its dimensions with adherence to HIV medication. Composite social support was predictive of adherence to HIV medication (P < 0.05). Among the four dimensions of support, material and emotional support were the strongest predictors.

Effect of Ankle Joint Mobilization on Ankle Mobility and Sit-To-Stand in Subjects with Hemiplegia

The purpose of this study was to determine if joint mobilizations improve ankle mobility and sit-to-stand function in 5 subjects with hemiplegia following stroke (7 to 11 months post-CVA) Methods Data collection occurred over 13–15 sessions in this single-subject design study, with an initial baseline period of measurements only. Ankle range of motion, ankle kinematics during sit-to-stand, and time to complete the task were measured during every session. The intervention consisted of joint mobilizations to increase ankle dorsiflexion. Results All subjects demonstrated a statistically significant increase in passive ankle ROM. No consistent trends were found for ankle excursion during sit-to-stand or time to perform the task. Analysis of ankle kinematics revealed varying patterns of change for the individual subjects. Conclusion Although joint mobilizations were effective at improving ankle motion, these improvements did not appear to directly affect sit-to-stand function.

Mind Mapping: Teaching and Learning Strategy for Physical Therapy Curricula

Background and Purpose. As physical therapist educators, creating an environment that engages students in their learning journey is our primary role. One teaching and learning strategy that has recently emerged in higher education is mind mapping (MM). The purpose of this position paper is to discuss the tenets and theoretical rationale associated with mind mapping, explore current literature on MM, and inform physical therapist educators of this teaching and learning strategy. Discussion/Conclusion. This position paper offers insight that physical therapist educational programs can use to explore mind mapping as a teaching and learning strategy.