Document Type : Original Article



BACKGROUND AND AIM: Concept maps hold great potential for the students as it helps in
the formulation of new concepts as well to evaluate the learning ability of the students. However, the
use of concept maps as a teaching tool in medical students in India has not been explored, to the
best of our knowledge. This study was conducted to assess the use of concept maps in improving
learning among medical students.
MATERIALS AND METHODS: This study was conducted among III MBBS students belonging to
two batches. This study was carried out in two stages. In first stage, pretest was taken to test the
knowledge of students. Later, introductory class was taken on tuberculosis and concept map was
used to explain the given concept and later posttest was taken. In second stage, feedback was
taken from the students regarding the concept map. Pre‑ and post‑test results were compared using
Wilcoxon test.
RESULTS: Significant difference between pretest (4 ± 1.593) and posttest (10 ± 0.762) score was
seen (P < 0.0001). More than 50% of students scored full marks in posttest, whereas no one got full
marks in the pretest. Positive response (82.09%) was received from the students when feedback
was taken regarding the use of concept map.
CONCLUSION: Concept maps are found to be an effective teaching and learning tool for medical
students. They can be used to enhance meaningful learning in students and can be practiced more
in the students for better understandings of the concepts.


1. West DC, Pomeroy JR, Park JK, Gerstenberger EA, Sandoval J.
Critical thinking in graduate medical education – A role for
concept mapping assessment? J Am Med Assoc 2000;284:1105‑10.
2. Chastain K. Developing Second Language Skills: Theory and
Practice. 3rd ed. New York: Harcourt Brace Jovanovich; 1988.
3. Isaacson R, Fujita F. Metacognitive knowledge monitoring and
self‑regulated learning: Academic success and reflections on
learning. JoSoTL 2006;6:39‑55.
4. Josyula DP, Vadali H, Donahue BJ, Hughes FC. Modeling
metacognition for learning in artificial systems. In; 2009 World
Congress on Nature & Biologically Inspired Computing (NaBIC).
Coimbatore, India 2009. p. 1419‑24.
5. Leilei LI. A contrastive study of vocabulary learning beliefs and
strategies by high school and college learners. Canadian Soc Sci
6. Kinchin IM, De‐Leij FA, Hay DB. The evolution of a collaborative
concept mapping activity for undergraduate microbiology
students. J Further Higher Educ 2005;29:1‑14.
7. Beigzadeh A, Haghani F. Concept maps and meaningful learning
in medical education. SDMEJ 2015;12:564‑9.
8. Edwards J, Fraser K. Concept maps as reflectors of conceptual
understanding. Res Sci Educ 1983;13:19‑26.
9. Daley BJ, Torre DM. Concept maps in medical education: An
analytical literature review. Med Educ 2010;44:440‑8.
10. Torre DM, Durning SJ, Daley BJ. Twelve tips for teaching with
concept maps in medical education. Med Teach 2013;35:201‑8.
11. Laight DW. Attitudes to concept maps as a teaching/learning
activity in undergraduate health professional education: Influence
of preferred learning style. Med Teach 2004;26:229‑33.
12. Taie ES. Concept mapping as an innovative teaching strategy to
enhance cognitive learning in nursing administration course. Int
J Innov Educ Res 2014;2:12‑25.
13. Sargolzaie N, Sargazi S, Lotfi G. Concept mapping as a tool to
improve medical student’s learning about rabies surveillance.
J Educ Health Promot 2019;8:132.
14. Mukhopadhyay K, Mukherjee S, Dhok A, Chatterjee C, Ghosh J.
Use of concept map as a reinforcement tool in undergraduate
curriculum: An analytical study. J Adv Med Educ Prof
15. Bala S, Dhasmana DC, Kalra J, Kohli S, Sharma T. Role of concept
map in teaching general awareness and pharmacotherapy of
HIV/AIDS among second professional medical students. Indian
J Pharmacol 2016;48:S37‑40.
16. Chiou CC. The effect of concept mapping on students’ learning
achievements and interests. Innov Educ Teach Int 2008;45:375‑87.
17. King M, Shell R. Teaching and evaluating critical thinking with
concept maps. Nurse Educ 2002;27:214‑6.
18. Rendas AB, Fonseca M, Pinto PR. Toward meaningful learning in
undergraduate medical education using concept maps in a PBL
pathophysiology course. Adv Physiol Educ 2006;30:23‑9.
19. Aein F, Aliakbari F. Effectiveness of concept mapping and
traditional linear nursing care plans on critical thinking skills in
clinical pediatric nursing course. J Educ Health Promot 2017;6:13.