Using Mind Mapping to Bridge the Gap in Teaching Health Law to Non-Law Students

Abstract

Some of general tips in creating maps (1) create a case map template; (2) bookmark sites and create Google alerts for information related to specific course topics and cases; and (3) keep the branches of the map relatively simple. It was comforting to learn that several of the challenges I face in teaching health law to business students are quite common among faculty teaching law to a population of non-law students. To understand how the complexities and nuances of healthcare law affect people and organizations, students must be able to place the law within the context of the healthcare industry and the actual experience of providers, payers, patients and businesses. In executive MBA management courses, mind mapping is being used to generate ideas, represent complex concepts and relationships, classify related items, and enhance student thinking, studying, writing, and decision making. Compared to class discussions in which student teams brief the case using the traditional approach, mapped cases yield more informed conversations where the students have a better command of the facts, legal analysis and business implications. Midpoint through the semester I send out an anonymous questionnaire through Survey Monkey asking students specifically if they feel mind mapping (both creating them and classes where we use my maps) is adding to their understanding of legal concepts and case law. Mapping transforms the academic exercise of case briefing into a multi-dimensional analysis that more closely mirrors the complex strategic challenges business students will face throughout their careers.