Dental Students’ Conceptual Knowledge of Fluoride-Free Remineralization Systems Assessed Through Mind Mapping

Background Dental education requires not only scientific and clinical knowledge but also the ability to structure concepts and establish meaningful connections. Conventional lecture-based methods often encourage linear knowledge transfer, limiting students’ capacity to integrate complex content. Mind mapping, a visual and interactive technique, supports active learning by fostering conceptual organization and critical thinking. Despite its potential, evidence on its systematic use in dental education remains limited. Methods This study involved third-year students of Bursa Uludağ University Faculty of Dentistry (2024–2025). A total of 130 mind maps (pre-test = 65; post-test = 65) on “Fluoride-Free Remineralization Systems” were collected before and after the final course examination. Two independent researchers evaluated the maps anonymously across content- and structure-related categories, including accuracy, representation of clinical agents, conceptual integration, hierarchy, cross-linking, pictorial/color use, creativity, and irrelevant content. Each criterion was rated on a 0–2 scale. Non-parametric tests compared pre- and post-test results and gender-related differences. Results Students consistently included definitions, principles, and mechanisms of action, with no gender differences. Representation of ACP-CPP, nHAp, and xylitol regressed significantly, whereas arginine, TCP, and herbal agents were preserved. Cross-linking (p = 0.039) and hierarchical structuring declined, particularly among females (22.2% vs. 25.0%; p = 0.041). From pre- to post-test, terminological accuracy decreased (0.67 ± 0.73 to 0.54 ± 0.61) and hierarchical framework declined (1.25 ± 0.84 to 0.92 ± 0.85), while conceptual integration improved (0.05 ± 0.04 to 0.15 ± 0.24) along with visual clarity (0.45 ± 0.33 to 0.57 ± 0.42). Creativity remained stable, whereas irrelevant items increased significantly (median 1.00 to 2.00; Z = − 3.196, p = 0.001). Conclusions In conclusion, this study demonstrates that mind maps are a powerful tool for reflecting students’ levels of conceptual understanding; however, their full potential may not emerge under high-stress conditions such as examinations.