While the utility of concept mapping has been widely reported in primary and secondary educational contexts, its application in the health sciences in higher education has been less frequently noted. Two case studies of the application of concept mapping in undergraduate and postgraduate health sciences are detailed in this paper. The case in undergraduate dental education examines the role of concept mapping in supporting problem-based learning and explores how explicit induction into the principles and practices of CM has add-on benefits to learning in an inquiry-based curriculum. The case in postgraduate medical education describes the utility of concept mapping in an online inquiry-based module design. Specific attention is given to applications of CMapTools™ software to support the implementation of Novakian concept mapping in both inquiry-based curricular contexts.
Bridges, S. M., Corbet, E. F., & Chan, L. K. (2015). Designing problem-based curricula: The role of concept mapping in scaffolding learning for the health sciences. Knowledge Management and E-Learning, 7(1), 119–133. https://doi.org/10.34105/j.kmel.2015.07.008