Abstract
Background:
Medical curriculum is vast and retaining information is a challenge. Mind mapping is a tool that can facilitate retention of information by actively involving the learner in the learning process.

Aim:
Current study was conducted to assess the effectiveness of mind mapping as a tool for knowledge retention and revision; and to explore the perceptions of students regarding its utility.

Methods:
A concurrent mixed-methods study was conducted in the Microbiology department involving 73 phase-II medical students. Students were divided into two groups by stratified random sampling ensuring equal distribution of slow, moderate and fast learners. Group-A consisting of 36 students was trained on the usage of mind maps. After a didactic lecture, group-A used mind mapping whereas group-B, consisting of 37 students used conventional reading for learning and revision. Mean scores of the two groups in MCQ-based test at 1 week and 1 month was compared and statistical significance assessed using independent-sample t-test. Perception of mind mapping among the students was assessed using a questionnaire and Focus Group Discussions and presented in the form of themes.

Results:
Our study showed significant difference in MCQ scores at 1 week (p<0.01) showing that mind mapping is a useful tool for knowledge retention. Most of the students perceived mind mapping as a useful tool and opined that it facilitated knowledge retention, saved time during revision and improved comprehension.

Conclusion:
Mind mapping aids in retention of knowledge and can be a useful supplementary tool facilitating the students to effectively assimilate the vast medical curriculum.

Key words: Mind mapping, Microbiology, Medical education, Information retrieval