Exploration and Evaluation of the Application of Mind Mapping in Pediatric Dentistry

Exploration and Evaluation of the Application of Mind Mapping in Pediatric Dentistry | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Exploration and Evaluation of the Application of Mind Mapping in Pediatric Dentistry Sainan Qiu, Chenxing Cai, Min Gong, Xiaomin Zhang, Xiaoqing Lu This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6150214/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Objective : To explore the application of mind mapping in Pediatric Dentistry education and evaluate its effectiveness in enhancing students' knowledge acquisition and learning outcomes. Methods : During the 2022-2023 academic year, 110 fourth-year dental students were required to create and refine mind maps for pre-class preparation and post-class review. Staged tests were conducted, and results were compared with a previous cohort (2018) that did not use mind mapping. A questionnaire assessed students' perceptions of mind mapping. Results : The 2019 cohort achieved significantly higher average scores in staged tests compared to the 2018 cohort (87.45 ± 14.24 vs. 81.81 ± 13.09, p < 0.05), with a higher proportion of students scoring above 90 points. The questionnaire revealed that 84.26% of students found mind mapping helpful, and 72.23% expressed interest in using it in other subjects. Conclusion : Mind mapping is an effective and innovative teaching tool in Pediatric Dentistry education, improving students' performance and engagement. Mind mapping Pediatric dentistry Dental education Quasi-experimental study Learning outcomes Introduction Mind mapping, also known as "mental mapping," is an auxiliary teaching method invented by British scholar Tony Buzan. Mind mapping combines text and images, breaking the rigid framework of textbooks and allowing learners to reconstruct their own cognitive frameworks. It is easy to create and helps learners better organize complex knowledge structures [1]. In medical education, where knowledge points are numerous and scattered, making memorization challenging, visual learning tools like mind mapping are particularly favored. Currently, mind mapping is widely used across various disciplines in medical education[2-3]. Pediatric Dentistry is an independent discipline that focuses on the study of oral diseases in children and adolescents, including their pathogenesis, characteristics, diagnosis, treatment methods, and preventive measures[4]. It is a branch of dentistry that examines the growth, development, and disease prevention of oral organs from the fetal stage to adolescence. In China, Pediatric Dentistry is still a relatively new and independent discipline. Its characteristics are "small but comprehensive," with numerous intersections with other dental specialties, pediatrics, child psychology, and child education [5]. In china, the Pediatric Dentistry course is primarily offered to fourth-year undergraduate students in the five- and eight-year dental programs. These students have already accumulated knowledge from basic and some specialized courses and are about to enter clinical internships. They are eager to apply their knowledge in clinical practice but still lack the ability to integrate theoretical knowledge with clinical scenarios. Therefore, the course faces the challenge of how to enhance students' clinical thinking. How to equip students with a solid professional foundation, standardized clinical skills in pediatric dentistry, and the ability to analyze and solve problems with a rigorous clinical mindset and self-learning capabilities are ongoing concerns for the teaching team. In addition to traditional teaching methods, training students' clinical observation, analysis, thinking, and judgment skills has always been a challenge in teaching. Mind mapping, as an auxiliary teaching tool, is widely used and has gained academic recognition [6-7]. This study aims to explore the effects of applying mind mapping in the teaching of Pediatric Dentistry. 1. Materials and Methods 1.1 General Information Based on previous course evaluations, it was found that the subjects of Pediatric Dentistry are children in dynamic developmental stages, ranging from the fetal period to adolescence, encompassing the primary, mixed, and young permanent dentition stages. The wide age range and complex oral conditions in children, which may include both young permanent teeth and primary teeth nearing exfoliation, necessitate the cultivation of a "dynamic developmental perspective" in students. Different developmental stages and varying dental conditions require distinct treatment principles and methods. In previous years, dental students often struggled with distinguishing treatment principles for primary and permanent teeth when studying chapters such as "Dental Trauma in Children" and "Pulp and Periapical Diseases in Children." To help students better grasp the course content, solidify their professional foundation, master standardized clinical skills in pediatric dentistry, and develop rigorous clinical thinking, problem-solving abilities, and self-learning skills, this study selected chapters from the fifth edition of Pediatric Dentistry (published by People's Medical Publishing House，General teaching materials of the Chinese College of Stomatology) as the focus. These chapters included Chapter 7 (Dental Caries in Children), Chapter 8 (Pulp and Periapical Diseases in Children), and Chapter 9 (Dental Trauma in Children). The study was conducted during the second semester of the 2022-2023 academic year, involving fourth-year undergraduate students in the five- and eight-year dental programs at Nanjing Medical University. The research team consisted of faculty members from the Department of Pediatric Dentistry at Nanjing Medical University. 1.2 Methods In 2023, the pediatric dentistry teaching team at Nanjing Medical University utilized the Superstar teaching platform to require students to create mind maps for pre-class preparation on topics such as dental trauma, pulp diseases, and periapical diseases in children. After theoretical classes, students were asked to revise their mind maps based on the knowledge gained. Staged tests were then conducted, and the results were compared with those of previous cohorts to explore whether mind mapping helped students better understand the material and achieve improved learning outcomes. The specific implementation methods were as follows: Pre-class Preparation: According to the teaching requirements, the teaching secretary uploaded the syllabus and schedule to the Superstar platform before the course began. Students were assigned tasks to complete pre-class readings and upload mind maps by a specified deadline (aligned with the theoretical class schedule). The mind maps were graded by instructors and counted toward the final course evaluation, encouraging students to engage in thorough pre-class preparation, self-summarization, and autonomous learning. Theoretical Class Teaching: Theoretical classes were conducted in person according to the schedule. The chapters on pulp and periapical diseases were taught in two sessions, while the chapter on dental trauma was taught in four sessions. The course content was based on the textbook, and the PowerPoint presentations strictly followed the syllabus. The syllabus was used to define the scope of knowledge to be mastered, familiarized, or understood, and to construct a framework for thinking. Mind maps were integrated with text in the presentations, serving as a skeletal structure for the course content, with the text providing the "flesh." This approach helped students better understand and grasp the material, akin to a fish swimming freely in an ocean of knowledge. Post-class Refinement of Mind Maps: Within one week after the theoretical classes, students were required to refine their mind maps based on pre-class preparation, in-class learning, and post-class literature review. As the field is continuously evolving, students were encouraged to consult recent literature (within the past five years) on materials and treatment techniques to further enhance their mind maps. 1.3 Observation Indicators For chapters that required mind mapping, staged tests were systematically arranged. The tests consisted of 50 objective questions, with a total score of 100 points. The tests were conducted under controlled conditions using the Superstar platform, with the system randomly adjusting the question order to ensure fairness. The test content was identical to that of the previous year's cohort (2018), which did not use mind mapping. The results were scored by the Superstar system based on pre-entered answers. 1.4 Statistical Methods SPSS 20.0 statistical software was used to compare the scores of the two cohorts using independent sample t-tests and chi-square tests. Data were expressed as mean ± standard deviation (x ± s), and the distribution of scores was presented as counts and percentages. A p-value of less than 0.05 was considered statistically significant. 2. Results 2.1 Evaluation of Teaching Effectiveness with Mind Mapping The 2019 cohort consisted of 110 students (70 in the five-year program and 40 in the eight-year program), while the 2018 cohort had 106 students (74 in the five-year program and 32 in the eight-year program). The scores of both cohorts followed a normal distribution with homogeneity of variance (p = 0.17, p > 0.5) (Table 1). Table 1: Descriptive Results and Comparative Analysis of Scores Between the 2019 and 2018 Cohorts Group Average Score Excellent（90-100） Good （80-89） Moderate（70-79） Pass（60-69） Fail <60 2019 87.45±14.24 67(60.90%) 32（29.09%） 6（54.55%） 1（0.91%） 4（3.63%） 2018 81.81±13.09 38（35.85%） 38（35.85%） 15（14.15%） 10（9.43%） 5（4.72%） T-value -3.029 - - - - - P-value 0.003* 0.000* 0.289 0.031* 0.004* 0.691 2.2 Survey on the Application of Mind Mapping in Pediatric Dentistry At the end of the semester, an electronic questionnaire was administered via WeChat to assess students' perceptions of mind mapping in Pediatric Dentistry. The questionnaire was distributed to 110 students, with 108 valid responses collected. The respondents included 64.74% females and 34.26% males, with 63.89% from the five-year program and 36.11% from the eight-year program. The questionnaire design and results are presented in Table 2. Table 2: Questionnaire Design and Results Survey Question Options Number of Responses Percentage Do you think mind maps are helpful for learning chapters related to pediatric dentistry? Very helpful 42 38.89% Somewhat helpful 49 45.37% Not very helpful 10 9.26% Not helpful at all 7 6.48% Are you interested in the tool of mind mapping? Very interested 22 20.37% Interested 25 23.15% Somewhat interested 36 33.33% Not interested 15 13.89% Not interested at all 10 9.26% In what ways do mind maps assist in learning? (Multiple choices allowed) Helps organize knowledge 96 88.89% Helps memorize knowledge 55 50.93% Improves pre-class preparation efficiency 39 36.11% Improves review efficiency 40 37.04% Which abilities are improved by mind maps? (Multiple choices allowed) Logical thinking 77 71.3% Memory 52 48.15% Comprehension 56 51.85% Creativity 25 23.15% How does pre-class mind mapping assist your learning in theoretical classes? (Multiple choice) Improves classroom effectiveness 39 36.11% Makes knowledge structure clearer 73 67.59% Facilitates organization of classroom knowledge 53 49.07% Other 21 19.44% Are you willing to introduce mind maps in other chapters of pediatric dentistry? Willing 28 25.93% Depending on the situation 50 46.3% Unwilling 30 27.78% 3. Discussion Pediatric Dentistry is an independent discipline focused on children, significantly different from adult dentistry. Pediatric dentistry involves unique doctor-patient relationships, where the dentist, child, and parents form a triangular interaction, with the child at the apex. The treatment in pediatric dentistry spans the primary, mixed, and young permanent dentition stages, primarily focusing on primary and young permanent teeth. The treatment principles differ significantly from those for adult permanent teeth, highlighting the importance and difficulty of teaching Pediatric Dentistry. However, there is a shortage of specialized pediatric dentists in China, and the quality of practitioners varies, with much of their knowledge coming from continuing education [8]. The development of pediatric dentistry requires the cultivation of specialized talent and improved medical education [9]. With the shift toward competency-based education, new demands are being placed on undergraduate teaching [10-11]. As higher medical education evolves, teachers are required to transform their educational philosophies, update teaching methods, and improve learning outcomes to better prepare students for their future roles [12]. Mind mapping is a method that visualizes thinking, using graphical representations to express divergent thoughts. Since its development, it has been widely applied due to its simplicity, efficiency, and practicality. Mind mapping requires visual representation of information. Brain research shows that the left brain is responsible for numbers, words, and logic, while the right brain is used for intuition, creativity, and abstract thinking. Traditional learning methods primarily engage the left brain's logical and textual functions [13-14]. However, mind mapping engages both hemispheres, not only exercising the left brain's traditional memory functions but also stimulating the right brain's creative and abstract thinking. This method, which uses colors and symbols to process information, encourages active thinking and rapid integration of knowledge, helping students not only memorize but also foster creativity. Mind mapping makes fragmented knowledge more concrete and clarifies ambiguous concepts [15-16]. Previous studies have suggested that this method can horizontally connect knowledge points, aiding students in better review and recall [17]. Others have argued that mind mapping engages multiple senses, making it advantageous in medical education, as it helps students organize and integrate knowledge while developing problem-solving skills [18-20]. Given these potential benefits, our pediatric dentistry teaching team introduced mind mapping, requiring students to create mind maps during pre-class preparation. This approach encourages students to reflect on both previously learned and upcoming knowledge from various perspectives. Pediatric Dentistry is a discipline that closely integrates basic knowledge with clinical skills. Our study shows that the application of mind mapping significantly improved students' performance, with a statistically significant difference, and the proportion of students achieving excellent scores (90-99 points) also increased. The survey results indicate that the majority of students are interested in mind mapping and believe it enhances logical thinking and comprehension. Most students are willing to apply mind mapping in other areas of study. Therefore, the use of mind mapping in Pediatric Dentistry teaching is a valuable and innovative method worth promoting. Future Directions: The questionnaire included two open-ended questions: 1) Which chapters in Pediatric Dentistry do you think could benefit from mind mapping? Among the 108 responses, 33 suggested that mind mapping could be applied to chapters on growth and development, dental caries, and others. 2) What other changes could be made to the teaching model in Pediatric Dentistry? Among the 108 responses, 72 did not provide suggestions, but the remaining 36 suggested the use of flipped classrooms, open labs, and the incorporation of PBL (Problem-Based Learning) and CBL (Case-Based Learning) courses. This indicates that students are familiar with new teaching models and that Pediatric Dentistry could benefit from further teaching innovations. Conclusion Mind mapping is an effective tool for enhancing learning outcomes in Pediatric Dentistry education. Its ability to improve knowledge organization and retention makes it a valuable addition to traditional teaching methods. Future studies should explore its application in other dental disciplines. Abbreviations IRB: Institutional Review Board AAPD: American Academy of Pediatric Dentistry Declarations Ethics approval and consent to participate This study was approved by Ethical Committee Department, Affiliated Hospital of Stomatology, Nanjing Medical University （PJ2021-184-001）. All participants provided informed consent prior to their involvement in the study. The study adhered to the principles of the Helsinki Declaration. Consent for publication Consent for publication was obtained from all participants (or their legal guardians). Availability of data and materials The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request. Competing Interests The authors declare that they have no competing interests. Funding This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. Authors' contributions Cai Chenxing: Conceptualization, methodology, formal analysis, investigation, writing original draft, writing review & editing, project administration. Qiu Sainan: Methodology, data curation, formal analysis, writing original draft, visualization. Gong Min: Investigation, resources, writing review & editing, supervision. Zhang Xiaomin: Validation, writing review & editing, supervision. Lu Xiaoqing: Resources, data curation, writing review & editing. All authors have read and approved the final version of the manuscript and agree to be accountable for all aspects of the work. Acknowledgements The authors would like to thank the students and faculty members of the Department of Pediatric Dentistry at Nanjing Medical University for their participation and support in this study. References Vijayasankar Palaniappan , Kaliaperumal Karthikeyan , Reenaa Mohan 2. Mind Mapping as a Novel Method in Teaching the Morphology of Skin Lesions: A Quasi-Experimental Study. J Adv Med Educ Prof. 2023 Apr;11(2):80-85. Srinivasan, M., McElvany, M., Shay, J. M., Shavelson, R. J., & West, D. C. (2008). Measuring knowledge structure: Reliability of concept mapping assessment in medical education. Acad Med. 2008 Dec;83(12):1196-203. doi: 10.1097/ACM.0b013e31818c6e84. D'Antoni, A. V., Zipp, G. P., Olson, V. G., & Cahill, T. F. Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students? BMC Med Educ. 2010 Sep 16:10:61. doi: 10.1186/1472-6920-10-61. American Academy of Pediatric Dentistry (AAPD). (2020). Definition of Pediatric Dentistry. Pediatric Dentistry*, 42(6), 12-13. Dean, J. A., Avery, D. R., & McDonald, R. E. (2011). *McDonald and Avery's Dentistry for the Child and Adolescent* (9th ed.). Mosby. Choudhari, S. G., Gaidhane, A. M., Desai, P., Srivastava, T., Mishra, V., & Zahiruddin, S. Q. (2021). Applying visual mapping techniques to promote learning in community-based medical education activities. *BMC Medical Education*, 21(1), 210. https://doi.org/10.1186/s12909-021-02646-3 Deepali D Deshatty, Varsha Mokashi. Mind maps as a learning tool in anatomy. Int J Anat Res, 2013;02:100–103. Al-Jundi, S. H., El Shahawy, O. I., & Nazzal, H. (2021). Paediatric dentistry undergraduate education across dental schools in the Arabian region: A cross-sectional study. European Archives of Paediatric Dentistry*, 22(6), 969–977. https://doi.org/10.1007/s40368-021-00656-9 Mona Agel 1, Aws Alani 2. The paediatric dentistry-restorative dentistry interface.Br Dent J . 2022 Sep;233(6):475-482. doi: 10.1038/s41415-022-4983-2. Epub 2022 Sep 23. Alharbi NS. Evaluating competency-based medical education: a systematized review of current practices. BMC Med Educ. 2024;24(1):612. Published 2024 Jun 3. doi:10.1186/s12909-024-05609-6 Zetkulic M, Moriarty JP, Amin A, et al. Exploring Competency-Based Medical Education Through the Lens of the UME-GME Transition: A Qualitative Study. Acad Med. 2024;99(1):83-90. doi:10.1097/ACM.0000000000005449 Frank, J. R., Snell, L. S., Cate, O. T., Holmboe, E. S., Carraccio, C., Swing, S. R., ... & Harris, K. A. (2010). Competency-based medical education: theory to practice. Medical Teacher, 32(8), 638-645. https://doi.org/10.3109/0142159X.2010.501190 Fang M, Abdallah AK, Vorfolomeyeva O. Collaborative AI-enhanced digital mind-mapping as a tool for stimulating creative thinking in inclusive education for students with neurodevelopmental disorders. BMC Psychol. 2024;12(1):488. Published 2024 Sep 17. doi:10.1186/s40359-024-01975-4 Sajadi, A. S., Moradi Majd, P., Sedigh Maroufi, S., & Abolghasemi, J. (2023). Mind mapping in recalling and retrieving core contents in anesthesia technology students. *Journal of Education and Health Promotion*, 12, 397. https://doi.org/10.4103/jehp.jehp_1423_22 Zhou F,Guan Y,Hu H,et al.Teaching Practice and Exploration of Cloud Class Combined With Mind Map Design in Biochemistry Course in Colleges and Universities of Traditional Chinese Medi- cine in the Internet Era[J].Journal of Physics: Conference SeriesVo- lume,2021,1852(4):042056. Kira Gossack-Keenan,Kerstin De Wit,Emily Gardiner,et al.Sho- wing Your Thinking: Using Mind Maps to Understand the Gaps Between Experienced Emergency Physicians and Their Students[J].AEM Educ Train.2019 Sep 1;4(1):54-63 . Booker SQ, Peterson N. Use of the knowledge tree as a mind map in a gerontological course for undergraduate nursing students. J Nurs Educ 2016;55:182-4. Anthony VA,Genevieve PZ,Valerie GO,et al.Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students?[J].BMC Med Educ,2010 Sep 16(10):61. Fan L, Lei F, Zhu Z, Hu C, Ye L, Wang N. Nursing intervention using a whole-process escort playing a relative role combined with mind mapping in patients undergoing breast cancer surgery: a randomized trial. Ann Palliat Med. 2021;10(12):12047-12054. doi:10.21037/apm-21-915 Baliga SS, Walvekar PR, Mahantshetti GJ. Concept map as a teaching and learning tool for medical students. J Educ Health Promot 2021;10:35. Additional Declarations No competing interests reported. Supplementary Files DATA.pdf Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6150214","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":438941935,"identity":"4c0ee8a1-275f-47d7-bdf1-3ddaa7349bc2","order_by":0,"name":"Sainan Qiu","email":"","orcid":"","institution":"The Affiliated Stomatological Hospital of Nanjing Medical University","correspondingAuthor":false,"prefix":"","firstName":"Sainan","middleName":"","lastName":"Qiu","suffix":""},{"id":438941936,"identity":"f1354716-7d74-4e3d-aac0-42a850e96c7e","order_by":1,"name":"Chenxing Cai","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAt0lEQVRIiWNgGAWjYFACxgYGBp7/cmzszQdI0SLDbMzHcyyBFJtsmBPnSeQoEKeYv/1w42eeHLb0NoYcBoYfFdsIa5E4k9gsOeMMT24bw9kDjD1nbhPWYsCQ2MbwsUcit42xL4GZsY0YLfwP2xgS/xmkszHzGBCpRQJoyweehAQ2NmK1SNx4CPQLzwHDNh62hINE+YW/P/3hZx6eA/Ly8x8ffPCjgggtKOAAiepHwSgYBaNgFOACAH1EN5sDSJqIAAAAAElFTkSuQmCC","orcid":"","institution":"The Affiliated Stomatological Hospital of Nanjing Medical University","correspondingAuthor":true,"prefix":"","firstName":"Chenxing","middleName":"","lastName":"Cai","suffix":""},{"id":438941937,"identity":"0f417ae5-d6f9-4330-8977-873cac74fa3f","order_by":2,"name":"Min Gong","email":"","orcid":"","institution":"The Affiliated Stomatological Hospital of Nanjing Medical University","correspondingAuthor":false,"prefix":"","firstName":"Min","middleName":"","lastName":"Gong","suffix":""},{"id":438941940,"identity":"37f3a4b4-930c-45fe-bc2e-a24011d2b3c1","order_by":3,"name":"Xiaomin Zhang","email":"","orcid":"","institution":"The Affiliated Stomatological Hospital of Nanjing Medical University","correspondingAuthor":false,"prefix":"","firstName":"Xiaomin","middleName":"","lastName":"Zhang","suffix":""},{"id":438941942,"identity":"737638d6-e895-42a7-badd-803224416747","order_by":4,"name":"Xiaoqing Lu","email":"","orcid":"","institution":"The Affiliated Stomatological Hospital of Nanjing Medical University","correspondingAuthor":false,"prefix":"","firstName":"Xiaoqing","middleName":"","lastName":"Lu","suffix":""}],"badges":[],"createdAt":"2025-03-04 02:53:11","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6150214/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6150214/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":87320293,"identity":"7b384b95-0beb-4055-a11b-05def16a201e","added_by":"auto","created_at":"2025-07-22 16:23:53","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":523047,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6150214/v1/dab808b6-7578-49e6-aad3-5403c9890ddc.pdf"},{"id":80532462,"identity":"c9af0684-2b47-4b39-a614-b1c2a1b378df","added_by":"auto","created_at":"2025-04-14 11:14:12","extension":"pdf","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":122784,"visible":true,"origin":"","legend":"","description":"","filename":"DATA.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6150214/v1/f7f6d9a545077ba05dffaf7b.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Exploration and Evaluation of the Application of Mind Mapping in Pediatric Dentistry","fulltext":[{"header":"Introduction","content":"\u003cp\u003eMind mapping, also known as \u0026quot;mental mapping,\u0026quot; is an auxiliary teaching method invented by British scholar Tony Buzan. Mind mapping combines text and images, breaking the rigid framework of textbooks and allowing learners to reconstruct their own cognitive frameworks. It is easy to create and helps learners better organize complex knowledge structures [1]. In medical education, where knowledge points are numerous and scattered, making memorization challenging, visual learning tools like mind mapping are particularly favored. Currently, mind mapping is widely used across various disciplines in medical education[2-3].\u0026nbsp;\u003c/p\u003e\n\u003cp\u003ePediatric Dentistry is an independent discipline that focuses on the study of oral diseases in children and adolescents, including their pathogenesis, characteristics, diagnosis, treatment methods, and preventive measures[4]. It is a branch of dentistry that examines the growth, development, and disease prevention of oral organs from the fetal stage to adolescence. In China, Pediatric Dentistry is still a relatively new and independent discipline. Its characteristics are \u0026quot;small but comprehensive,\u0026quot; with numerous intersections with other dental specialties, pediatrics, child psychology, and child education [5]. In china, the Pediatric Dentistry course is primarily offered to fourth-year undergraduate students in the five- and eight-year dental programs. These students have already accumulated knowledge from basic and some specialized courses and are about to enter clinical internships. They are eager to apply their knowledge in clinical practice but still lack the ability to integrate theoretical knowledge with clinical scenarios. Therefore, the course faces the challenge of how to enhance students\u0026apos; clinical thinking. How to equip students with a solid professional foundation, standardized clinical skills in pediatric dentistry, and the ability to analyze and solve problems with a rigorous clinical mindset and self-learning capabilities are ongoing concerns for the teaching team. In addition to traditional teaching methods, training students\u0026apos; clinical observation, analysis, thinking, and judgment skills has always been a challenge in teaching. Mind mapping, as an auxiliary teaching tool, is widely used and has gained academic recognition [6-7]. This study aims to explore the effects of applying mind mapping in the teaching of Pediatric Dentistry.\u003c/p\u003e"},{"header":"1. Materials and Methods","content":"\u003cp\u003e\u003cstrong\u003e1.1 General Information\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eBased on previous course evaluations, it was found that the subjects of Pediatric Dentistry are children in dynamic developmental stages, ranging from the fetal period to adolescence, encompassing the primary, mixed, and young permanent dentition stages. The wide age range and complex oral conditions in children, which may include both young permanent teeth and primary teeth nearing exfoliation, necessitate the cultivation of a \u0026quot;dynamic developmental perspective\u0026quot; in students. Different developmental stages and varying dental conditions require distinct treatment principles and methods. In previous years, dental students often struggled with distinguishing treatment principles for primary and permanent teeth when studying chapters such as \u0026quot;Dental Trauma in Children\u0026quot; and \u0026quot;Pulp and Periapical Diseases in Children.\u0026quot;\u003c/p\u003e\n\u003cp\u003eTo help students better grasp the course content, solidify their professional foundation, master standardized clinical skills in pediatric dentistry, and develop rigorous clinical thinking, problem-solving abilities, and self-learning skills, this study selected chapters from the fifth edition of Pediatric Dentistry (published by People\u0026apos;s Medical Publishing House，General teaching materials of the Chinese College of Stomatology) as the focus. These chapters included Chapter 7 (Dental Caries in Children), Chapter 8 (Pulp and Periapical Diseases in Children), and Chapter 9 (Dental Trauma in Children). The study was conducted during the second semester of the 2022-2023 academic year, involving fourth-year undergraduate students in the five- and eight-year dental programs at Nanjing Medical University. The research team consisted of faculty members from the Department of Pediatric Dentistry at Nanjing Medical University.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1.2 Methods\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn 2023, the pediatric dentistry teaching team at Nanjing Medical University utilized the Superstar teaching platform to require students to create mind maps for pre-class preparation on topics such as dental trauma, pulp diseases, and periapical diseases in children. After theoretical classes, students were asked to revise their mind maps based on the knowledge gained. Staged tests were then conducted, and the results were compared with those of previous cohorts to explore whether mind mapping helped students better understand the material and achieve improved learning outcomes. The specific implementation methods were as follows:\u003c/p\u003e\n\u003cp\u003ePre-class Preparation: According to the teaching requirements, the teaching secretary uploaded the syllabus and schedule to the Superstar platform before the course began. Students were assigned tasks to complete pre-class readings and upload mind maps by a specified deadline (aligned with the theoretical class schedule). The mind maps were graded by instructors and counted toward the final course evaluation, encouraging students to engage in thorough pre-class preparation, self-summarization, and autonomous learning.\u003c/p\u003e\n\u003cp\u003eTheoretical Class Teaching: Theoretical classes were conducted in person according to the schedule. The chapters on pulp and periapical diseases were taught in two sessions, while the chapter on dental trauma was taught in four sessions. The course content was based on the textbook, and the PowerPoint presentations strictly followed the syllabus. The syllabus was used to define the scope of knowledge to be mastered, familiarized, or understood, and to construct a framework for thinking. Mind maps were integrated with text in the presentations, serving as a skeletal structure for the course content, with the text providing the \u0026quot;flesh.\u0026quot; This approach helped students better understand and grasp the material, akin to a fish swimming freely in an ocean of knowledge.\u003c/p\u003e\n\u003cp\u003ePost-class Refinement of Mind Maps: Within one week after the theoretical classes, students were required to refine their mind maps based on pre-class preparation, in-class learning, and post-class literature review. As the field is continuously evolving, students were encouraged to consult recent literature (within the past five years) on materials and treatment techniques to further enhance their mind maps.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1.3 Observation Indicators\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFor chapters that required mind mapping, staged tests were systematically arranged. The tests consisted of 50 objective questions, with a total score of 100 points. The tests were conducted under controlled conditions using the Superstar platform, with the system randomly adjusting the question order to ensure fairness. The test content was identical to that of the previous year\u0026apos;s cohort (2018), which did not use mind mapping. The results were scored by the Superstar system based on pre-entered answers.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e1.4 Statistical Methods\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSPSS 20.0 statistical software was used to compare the scores of the two cohorts using independent sample t-tests and chi-square tests. Data were expressed as mean \u0026plusmn; standard deviation (x \u0026plusmn; s), and the distribution of scores was presented as counts and percentages. A p-value of less than 0.05 was considered statistically significant.\u003c/p\u003e"},{"header":"2. Results","content":"\u003cp\u003e\u003cstrong\u003e2.1 Evaluation of Teaching Effectiveness with Mind Mapping\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe 2019 cohort consisted of 110 students (70 in the five-year program and 40 in the eight-year program), while the 2018 cohort had 106 students (74 in the five-year program and 32 in the eight-year program). The scores of both cohorts followed a normal distribution with homogeneity of variance (p = 0.17, p \u0026gt; 0.5) (Table 1).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 1: Descriptive Results and Comparative Analysis of Scores Between the 2019 and 2018 Cohorts\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"636\"\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003eGroup\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 98px;\"\u003e\n \u003cp\u003eAverage Score\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 84px;\"\u003e\n \u003cp\u003eExcellent（90-100）\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 84px;\"\u003e\n \u003cp\u003eGood （80-89）\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 84px;\"\u003e\n \u003cp\u003eModerate（70-79）\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003ePass（60-69）\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003eFail\u003c/p\u003e\n \u003cp\u003e\u0026lt;60\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e2019\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 98px;\"\u003e\n \u003cp\u003e87.45\u0026plusmn;14.24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 84px;\"\u003e\n \u003cp\u003e67(60.90%)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 84px;\"\u003e\n \u003cp\u003e32（29.09%）\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 84px;\"\u003e\n \u003cp\u003e6（54.55%）\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e1（0.91%）\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e4（3.63%）\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003e2018\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 98px;\"\u003e\n \u003cp\u003e81.81\u0026plusmn;13.09\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 84px;\"\u003e\n \u003cp\u003e38（35.85%）\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 84px;\"\u003e\n \u003cp\u003e38（35.85%）\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 84px;\"\u003e\n \u003cp\u003e15（14.15%）\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e10（9.43%）\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e5（4.72%）\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003eT-value\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 98px;\"\u003e\n \u003cp\u003e-3.029\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 84px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 84px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 84px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 51px;\"\u003e\n \u003cp\u003eP-value\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 98px;\"\u003e\n \u003cp\u003e0.003*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 84px;\"\u003e\n \u003cp\u003e0.000*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 84px;\"\u003e\n \u003cp\u003e0.289\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 84px;\"\u003e\n \u003cp\u003e0.031*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e0.004*\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 77px;\"\u003e\n \u003cp\u003e0.691\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cstrong\u003e2.2 Survey on the Application of Mind Mapping in Pediatric Dentistry\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAt the end of the semester, an electronic questionnaire was administered via WeChat to assess students\u0026apos; perceptions of mind mapping in Pediatric Dentistry. The questionnaire was distributed to 110 students, with 108 valid responses collected. The respondents included 64.74% females and 34.26% males, with 63.89% from the five-year program and 36.11% from the eight-year program. The questionnaire design and results are presented in Table 2.\u003c/p\u003e\n\u003cp\u003eTable 2: Questionnaire Design and Results\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"636\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 179px;\"\u003e\n \u003cp\u003eSurvey Question\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eOptions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eNumber of Responses\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003ePercentage\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" style=\"width: 179px;\"\u003e\n \u003cp\u003eDo you think mind maps are helpful for learning chapters related to pediatric dentistry?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eVery helpful\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e42\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e38.89%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eSomewhat helpful\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e45.37%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eNot very helpful\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e9.26%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eNot helpful at all\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e6.48%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"5\" style=\"width: 179px;\"\u003e\n \u003cp\u003eAre you interested in the tool of mind mapping?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eVery interested\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e20.37%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eInterested\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e23.15%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eSomewhat interested\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e33.33%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eNot interested\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e13.89%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eNot interested at all\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e9.26%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" style=\"width: 179px;\"\u003e\n \u003cp\u003eIn what ways do mind maps assist in learning? (Multiple choices allowed)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eHelps organize knowledge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e88.89%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eHelps memorize knowledge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e55\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e50.93%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eImproves pre-class preparation efficiency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e36.11%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eImproves review efficiency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e37.04%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" style=\"width: 179px;\"\u003e\n \u003cp\u003eWhich abilities are improved by mind maps? (Multiple choices allowed)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eLogical thinking\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e77\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e71.3%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eMemory\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e48.15%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eComprehension\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e56\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e51.85%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eCreativity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e23.15%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"4\" style=\"width: 179px;\"\u003e\n \u003cp\u003eHow does pre-class mind mapping assist your learning in theoretical classes? (Multiple choice)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eImproves classroom effectiveness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e39\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e36.11%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eMakes knowledge structure clearer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e73\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e67.59%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eFacilitates organization of classroom knowledge\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e49.07%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eOther\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e19.44%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"3\" style=\"width: 179px;\"\u003e\n \u003cp\u003eAre you willing to introduce mind maps in other chapters of pediatric dentistry?\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eWilling\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e25.93%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eDepending on the situation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e50\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e46.3%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003eUnwilling\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 177px;\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 103px;\"\u003e\n \u003cp\u003e27.78%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e"},{"header":"3. Discussion","content":"\u003cp\u003ePediatric Dentistry is an independent discipline focused on children, significantly different from adult dentistry. Pediatric dentistry involves unique doctor-patient relationships, where the dentist, child, and parents form a triangular interaction, with the child at the apex. The treatment in pediatric dentistry spans the primary, mixed, and young permanent dentition stages, primarily focusing on primary and young permanent teeth. The treatment principles differ significantly from those for adult permanent teeth, highlighting the importance and difficulty of teaching Pediatric Dentistry. However, there is a shortage of specialized pediatric dentists in China, and the quality of practitioners varies, with much of their knowledge coming from continuing education [8]. The development of pediatric dentistry requires the cultivation of specialized talent and improved medical education\u003csup\u003e\u0026nbsp;\u003c/sup\u003e[9]. With the shift toward competency-based education, new demands are being placed on undergraduate teaching [10-11]. As higher medical education evolves, teachers are required to transform their educational philosophies, update teaching methods, and improve learning outcomes to better prepare students for their future roles [12].\u003c/p\u003e\n\u003cp\u003eMind mapping is a method that visualizes thinking, using graphical representations to express divergent thoughts. Since its development, it has been widely applied due to its simplicity, efficiency, and practicality. Mind mapping requires visual representation of information. Brain research shows that the left brain is responsible for numbers, words, and logic, while the right brain is used for intuition, creativity, and abstract thinking. Traditional learning methods primarily engage the left brain\u0026apos;s logical and textual functions [13-14]. However, mind mapping engages both hemispheres, not only exercising the left brain\u0026apos;s traditional memory functions but also stimulating the right brain\u0026apos;s creative and abstract thinking. This method, which uses colors and symbols to process information, encourages active thinking and rapid integration of knowledge, helping students not only memorize but also foster creativity. Mind mapping makes fragmented knowledge more concrete and clarifies ambiguous concepts [15-16]. Previous studies have suggested that this method can horizontally connect knowledge points, aiding students in better review and recall\u003csup\u003e\u0026nbsp;\u003c/sup\u003e[17]. Others have argued that mind mapping engages multiple senses, making it advantageous in medical education, as it helps students organize and integrate knowledge while developing problem-solving skills [18-20]. Given these potential benefits, our pediatric dentistry teaching team introduced mind mapping, requiring students to create mind maps during pre-class preparation. This approach encourages students to reflect on both previously learned and upcoming knowledge from various perspectives. Pediatric Dentistry is a discipline that closely integrates basic knowledge with clinical skills. Our study shows that the application of mind mapping significantly improved students\u0026apos; performance, with a statistically significant difference, and the proportion of students achieving excellent scores (90-99 points) also increased. The survey results indicate that the majority of students are interested in mind mapping and believe it enhances logical thinking and comprehension. Most students are willing to apply mind mapping in other areas of study. Therefore, the use of mind mapping in Pediatric Dentistry teaching is a valuable and innovative method worth promoting.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFuture Directions: The questionnaire included two open-ended questions: 1) Which chapters in Pediatric Dentistry do you think could benefit from mind mapping? Among the 108 responses, 33 suggested that mind mapping could be applied to chapters on growth and development, dental caries, and others. 2) What other changes could be made to the teaching model in Pediatric Dentistry? Among the 108 responses, 72 did not provide suggestions, but the remaining 36 suggested the use of flipped classrooms, open labs, and the incorporation of PBL (Problem-Based Learning) and CBL (Case-Based Learning) courses. This indicates that students are familiar with new teaching models and that Pediatric Dentistry could benefit from further teaching innovations.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eMind mapping is an effective tool for enhancing learning outcomes in Pediatric Dentistry education. Its ability to improve knowledge organization and retention makes it a valuable addition to traditional teaching methods. Future studies should explore its application in other dental disciplines.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cp\u003eIRB: Institutional Review Board\u003c/p\u003e\n\u003cp\u003eAAPD: American Academy of Pediatric Dentistry\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was approved by Ethical Committee Department, Affiliated Hospital of Stomatology, Nanjing Medical University （PJ2021-184-001）. All participants provided informed consent prior to their involvement in the study. The study adhered to the principles of the Helsinki Declaration.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eConsent for publication was obtained from all participants (or their legal guardians).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting Interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eCai Chenxing: Conceptualization, methodology, formal analysis, investigation, writing original draft, writing review \u0026amp; editing, project administration.\u003c/p\u003e\n\u003cp\u003eQiu Sainan: Methodology, data curation, formal analysis, writing original draft, visualization.\u003c/p\u003e\n\u003cp\u003eGong Min: Investigation, resources, writing review \u0026amp; editing, supervision.\u003c/p\u003e\n\u003cp\u003eZhang Xiaomin: Validation, writing review \u0026amp; editing, supervision.\u003c/p\u003e\n\u003cp\u003eLu Xiaoqing: Resources, data curation, writing review \u0026amp; editing.\u003c/p\u003e\n\u003cp\u003eAll authors have read and approved the final version of the manuscript and agree to be accountable for all aspects of the work.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors would like to thank the students and faculty members of the Department of Pediatric Dentistry at Nanjing Medical University for their participation and support in this study.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eVijayasankar Palaniappan , Kaliaperumal Karthikeyan , Reenaa Mohan 2. Mind Mapping as a Novel Method in Teaching the Morphology of Skin Lesions: A Quasi-Experimental Study. J Adv Med Educ Prof. 2023 Apr;11(2):80-85.\u003c/li\u003e\n\u003cli\u003eSrinivasan, M., McElvany, M., Shay, J. M., Shavelson, R. J., \u0026amp; West, D. C. (2008). Measuring knowledge structure: Reliability of concept mapping assessment in medical education. Acad Med. 2008 Dec;83(12):1196-203. doi: 10.1097/ACM.0b013e31818c6e84.\u003c/li\u003e\n\u003cli\u003eD\u0026apos;Antoni, A. V., Zipp, G. P., Olson, V. G., \u0026amp; Cahill, T. F. Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students? BMC Med Educ. 2010 Sep 16:10:61. doi: 10.1186/1472-6920-10-61.\u003c/li\u003e\n\u003cli\u003eAmerican Academy of Pediatric Dentistry (AAPD). (2020). Definition of Pediatric Dentistry. Pediatric Dentistry*, 42(6), 12-13.\u003c/li\u003e\n\u003cli\u003eDean, J. A., Avery, D. R., \u0026amp; McDonald, R. E. (2011). *McDonald and Avery\u0026apos;s Dentistry for the Child and Adolescent* (9th ed.). Mosby.\u003c/li\u003e\n\u003cli\u003eChoudhari, S. G., Gaidhane, A. M., Desai, P., Srivastava, T., Mishra, V., \u0026amp; Zahiruddin, S. Q. (2021). Applying visual mapping techniques to promote learning in community-based medical education activities. *BMC Medical Education*, 21(1), 210. https://doi.org/10.1186/s12909-021-02646-3\u003c/li\u003e\n\u003cli\u003eDeepali D Deshatty, Varsha Mokashi. Mind maps as a learning tool in anatomy. Int J Anat Res, 2013;02:100\u0026ndash;103.\u003c/li\u003e\n\u003cli\u003eAl-Jundi, S. H., El Shahawy, O. I., \u0026amp; Nazzal, H. (2021). Paediatric dentistry undergraduate education across dental schools in the Arabian region: A cross-sectional study. European Archives of Paediatric Dentistry*, 22(6), 969\u0026ndash;977. https://doi.org/10.1007/s40368-021-00656-9\u003c/li\u003e\n\u003cli\u003eMona Agel 1, Aws Alani 2. The paediatric dentistry-restorative dentistry interface.Br Dent J . 2022 Sep;233(6):475-482. doi: 10.1038/s41415-022-4983-2. Epub 2022 Sep 23.\u003c/li\u003e\n\u003cli\u003eAlharbi NS. Evaluating competency-based medical education: a systematized review of current practices. BMC Med Educ. 2024;24(1):612. Published 2024 Jun 3. doi:10.1186/s12909-024-05609-6\u003c/li\u003e\n\u003cli\u003eZetkulic M, Moriarty JP, Amin A, et al. Exploring Competency-Based Medical Education Through the Lens of the UME-GME Transition: A Qualitative Study. Acad Med. 2024;99(1):83-90. doi:10.1097/ACM.0000000000005449\u003c/li\u003e\n\u003cli\u003eFrank, J. R., Snell, L. S., Cate, O. T., Holmboe, E. S., Carraccio, C., Swing, S. R., ... \u0026amp; Harris, K. A. (2010). Competency-based medical education: theory to practice. Medical Teacher, 32(8), 638-645. https://doi.org/10.3109/0142159X.2010.501190\u003c/li\u003e\n\u003cli\u003eFang M, Abdallah AK, Vorfolomeyeva O. Collaborative AI-enhanced digital mind-mapping as a tool for stimulating creative thinking in inclusive education for students with neurodevelopmental disorders. BMC Psychol. 2024;12(1):488. Published 2024 Sep 17. doi:10.1186/s40359-024-01975-4\u003c/li\u003e\n\u003cli\u003eSajadi, A. S., Moradi Majd, P., Sedigh Maroufi, S., \u0026amp; Abolghasemi, J. (2023). Mind mapping in recalling and retrieving core contents in anesthesia technology students. *Journal of Education and Health Promotion*, 12, 397. https://doi.org/10.4103/jehp.jehp_1423_22\u003c/li\u003e\n\u003cli\u003eZhou F,Guan Y,Hu H,et al.Teaching Practice and Exploration of Cloud Class Combined With Mind Map Design in Biochemistry Course in Colleges and Universities of Traditional Chinese Medi- cine in the Internet Era[J].Journal of Physics: Conference SeriesVo- lume,2021,1852(4):042056.\u003c/li\u003e\n\u003cli\u003eKira Gossack-Keenan,Kerstin De Wit,Emily Gardiner,et al.Sho- wing Your Thinking: Using Mind Maps to Understand the Gaps Between Experienced Emergency Physicians and Their Students[J].AEM Educ Train.2019 Sep 1;4(1):54-63 .\u003c/li\u003e\n\u003cli\u003eBooker SQ, Peterson N. Use of the knowledge tree as a mind map in a gerontological course for undergraduate nursing students. J Nurs Educ 2016;55:182-4.\u003c/li\u003e\n\u003cli\u003eAnthony VA,Genevieve PZ,Valerie GO,et al.Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students?[J].BMC Med Educ,2010 Sep 16(10):61.\u003c/li\u003e\n\u003cli\u003eFan L, Lei F, Zhu Z, Hu C, Ye L, Wang N. Nursing intervention using a whole-process escort playing a relative role combined with mind mapping in patients undergoing breast cancer surgery: a randomized trial. Ann Palliat Med. 2021;10(12):12047-12054. doi:10.21037/apm-21-915\u003c/li\u003e\n\u003cli\u003eBaliga SS, Walvekar PR, Mahantshetti GJ. Concept map as a teaching and learning tool for medical students. J Educ Health Promot 2021;10:35.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Mind mapping, Pediatric dentistry, Dental education, Quasi-experimental study, Learning outcomes","lastPublishedDoi":"10.21203/rs.3.rs-6150214/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6150214/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eObjective\u003c/strong\u003e: To explore the application of mind mapping in Pediatric Dentistry education and evaluate its effectiveness in enhancing students' knowledge acquisition and learning outcomes.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods\u003c/strong\u003e: During the 2022-2023 academic year, 110 fourth-year dental students were required to create and refine mind maps for pre-class preparation and post-class review. Staged tests were conducted, and results were compared with a previous cohort (2018) that did not use mind mapping. A questionnaire assessed students' perceptions of mind mapping.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e: The 2019 cohort achieved significantly higher average scores in staged tests compared to the 2018 cohort (87.45 ± 14.24 vs. 81.81 ± 13.09, p \u0026lt; 0.05), with a higher proportion of students scoring above 90 points. The questionnaire revealed that 84.26% of students found mind mapping helpful, and 72.23% expressed interest in using it in other subjects.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion\u003c/strong\u003e: Mind mapping is an effective and innovative teaching tool in Pediatric Dentistry education, improving students' performance and engagement.\u003c/p\u003e","manuscriptTitle":"Exploration and Evaluation of the Application of Mind Mapping in Pediatric Dentistry","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-04-14 11:14:07","doi":"10.21203/rs.3.rs-6150214/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"19509ca1-13ee-4d4c-8550-8f0a72131804","owner":[],"postedDate":"April 14th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-07-22T16:23:46+00:00","versionOfRecord":[],"versionCreatedAt":"2025-04-14 11:14:07","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6150214","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6150214","identity":"rs-6150214","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}