Background In Saudi Arabia, the sudden shift from conventional (in-person) to online education due to the coronavirus disease 2019 (COVID-19) pandemic affected teaching and assessment methods. This research aimed to assess the effectiveness of mind maps in this regard, measure students’ reactions to certain educational environment-related changes caused by the pandemic, and identify skills that students perceived they gained through mind mapping. Methods This study employed a non-intervention (cross sectional) design. Participants were King Abdulaziz University students from two medical physics courses (second and fourth level). Data were collected twice (after the first and last mind mapping assignments), and responses were analyzed using a paired t-test. Overall student results were compared against overall student performance in the previous term using chi-squares test hypothesis testing. The data were collected and analyzed using SPSS software. Results The results of the paired t-test showed no significant differences between students’ mean satisfaction in both surveys. Nevertheless, students’ responses revealed their satisfaction with using mind maps. Moreover, students believed that they gained skills like organizing and planning, decision making, and critical thinking from the mind map assignments. The chi-squares test (Chi-square = 4.29 < $${x}_{\mathrm{0.05,4}}^{2}$$ x 0.05 , 4 2  = 9.48 and p-value = 0.36 > 0.05) showed no differences in students’ grade distribution between the two terms of 2020 (pre- and post-COVID-19 pandemic) despite the change in assessment style post-pandemic commencement. Conclusions Mind mapping can be adapted as an online teaching and assessment method. Additionally, student support and education institution-level effective communication can reduce stress during challenging times.