Meta-Analysis of Mind Mapping vs Lecture Learning in Chinese Medical Residency Training

52 randomized controlled studies with 3,312 participants from 2017 to 2025 were analyzed to compare mind mapping and lecture-based learning. The meta-analysis, conducted by Dongjun Dai and registered with PROSPERO, found mind mapping led to higher examination scores across theoretical knowledge, case analysis, and procedural skills. The overall certainty of evidence was assessed as very low due to high heterogeneity and a lack of allocation concealment in most studies.

Use Cases

• Compare pedagogical effectiveness based on examination score outcomes for theoretical knowledge, case analysis, and procedural skills.
• Assess learner satisfaction and self-reported improvements in areas like learning motivation and problem-solving ability.
• Investigate methodological quality and evidence certainty in educational meta-analyses based on GRADE assessment and heterogeneity metrics.

Strengths

• Analysis includes 52 studies with a total of 3,312 participants, providing a substantial evidence base.
• Outcomes are measured across three distinct domains: theoretical knowledge, case analysis, and procedural skill.
• Systematic review methodology follows PRISMA guidelines and is registered with PROSPERO (CRD420251244861).

Limitations

• The dataset is a 35.6 KB document describing the analysis; the underlying study data is not included.
• Column-level documentation is absent; field semantics must be inferred from the published article.
• The authors note high heterogeneity (I² > 80%) in 11 out of 12 meta-analyses and a very low overall certainty of evidence.

Provenance

Source

figshare

Collection Method

Systematic review and meta-analysis of randomized controlled studies sourced from PubMed, China National Knowledge Infrastructure, VIP, and Wanfang databases.

Time Range

Studies published from 2017 to 2025

Freshness

Last updated 2026-05-05 05:29:27

Geography

China