MIND MAPS AS AN INNOVATIVE METHOD OF ORGANISING AND SYSTEMATISING KNOWLEDGE IN TEACHING MICROBIOLOGY, VIROLOGY AND IMMUNOLOGY

Abstract

This article theoretically substantiates and practically tests the use of mind maps as an innovative teaching method for microbiology, virology and immunology students at medical university. The study aimed to determine the didactic potential of mind maps in fostering systematic clinical thinking, developing cognitive flexibility, and facilitating the in- depth organisation of theoretical material, which is crucial for activating students’ educational and cognitive processes. A comparative analysis of traditional approaches and visual teaching methods was conducted to confirm the clear advantages of mind maps in improving assimilation of complex microbiological concepts, classifications, and pathogenetic chains.The article presents the author’s experience of implementing the mind map method in the Department of Microbiology, Virology and Immunology’s educational process. Particular attention is paid to methodological support, including the algorithm for creating mind maps during practical classes and the features of group work in mini-teams. The integration of the method with situational cases and clinical examples is also described in detail, as this contributes to converting theoretical knowledge into practical diagnostic skills. The use of digital platforms (Miro, MindMeister and XMind) for distance and blended learning is also discussed, as this ensures the material is flexible and visually accessible. The use of mind maps has been shown to increase internal motivation to learn, develop critical and analytical thinking and contribute to better, longer-term memorisation of educational material. Consequently, students are effectively prepared for the integrated licensing exam, ‘KROK’. The results obtained confirm that mind maps are an effective tool for developing key professional competencies and improving the quality of training for future healthcare specialists.