Concept mapping: An aid to teaching and learning: AMEE Guide No. 157

Abstract

Concept maps are graphic representations that learners draw to depict their understanding of the meaning of a set of concepts. Concept maps can be a useful learning strategy in medical education. The purpose of this guide is to provide an understanding of the theoretical basis and instructional use of concept mapping in health professions education. The guide describes the key elements of a concept map and underscores the critical components of the implementation process, from the introduction of the activity to the use of different mapping techniques, based on purpose and context. This guide also examines the learning opportunities offered by collaborative concept mapping, including co-construction of knowledge, and provides suggestions for the use of concept mapping as an assessment for learning. Implications for the use of concept mapping as a tool for remediation are mentioned. Finally, the guide describes some of the challenges related to the implementation of this strategy.

Keywords:

• Concept mapping
• graphic representation of a set of interrelated concepts
• teaching and learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Dario Torre

Dario Torre, MD, PHD, MPH, Professor of Medicine, University of Central Florida College of Medicine.

Deborah German

Deborah German, MD, Dean, and Vice president of Health affairs, University of Central Florida College of Medicine.

Barbara Daley

Barbara Daley, PHD, Professor of adult education, University of Wisconsin -Milwaukee.

David Taylor

David Taylor, PHD, Professor of Medical Education and Physiology, Gulf Medical University, Ajman, United Arab Emirates.