Case study of mind mapping as an educational tool for a pharmaceutical course on drug formulation design

Abstract

Objective: A method is presented for integrating the mind mapping methodology into Pharmacy course classes. An evaluation was made of the students’ performance and their perception of achievement of significant learning. Method: Weekly reviews and group assignments using mind maps were carried out on a Small-Scale Drug Formulation class concerning drug formulation design. The students’ grades were compared with those for control groups and longitudinal Cohorts. A questionnaire was used to obtain the opinions of the students concerning the effectiveness of the methodology and their acceptance of it. Results: The students showed improved short-term performance and collective learning. Their feedback concerning the methodology was positive. Conclusion: This strategy was shown to be a promising tool for engaging adult students in collaborative learning activities.