Designing and testing an Integrated Study Strategy: Core Concepts in physiology and Mind Maps

This abstract shows the result of an innovative approach for learning physiology by combining two widely recognized methods: Core Concepts in physiology and Mind Maps. The objective is demonstrating the graphic product that visualize conceptual relationships holistically (mind map) combined with core concepts in cardiovascular physiology generated by a group of students enrolled to the integrative physiology course (2nd-year medical students, medical bachelor's degree, Professional Studies Faculty, Autonomous University of San Luis Potosí, México) during the semester august to December 2023. Methods: the curriculum content of cardiovascular physiology includes excitation-contraction coupling of the heart, the heart cycle, determinants of arterial pressure and peripheric vascular characteristics, including special circulations. The development of the mind map was according to the academic content of the course (4 weeks). The group of students worked with a training physiology teacher (including core concept training) for one 2-hour session per week (total= 4 sessions). The result is a mind map that includes the aspects of cardiovascular physiology addressed by the core concepts tool. Conclusion: Contemporary education faces increasing challenges in information retention and comprehension., and in this context, the integration of these two strategies emerges as a promising solution. This combination of learning tool is applicable in environments of low socioeconomical status because not involve doesn´t involve any monetary investments. Curricular Commission and the Academy or Clinical and Basic Sciences belonging to the bachelor´s degree of the Professional Studies Faculty, Autonomous University of San Luis Potosí, México. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.