Instructional Science

, Volume 20, Issue 1, pp 25–47 | Cite as

Didactic use of concept mapping in higher education: applications in medical education

  • Sophia Mahler
  • Ron Hoz
  • Dita Fischl
  • Esther Tov-Ly
  • Omri Z. Lernau


This paper describes the use of concept mapping for didactic purposes in higher education at the university level, namely, in medical schools. The first study involved the use of concept mapping to evaluate students' self learned knowledge of subject matter during their clerkship in a department of surgery. The individually constructed cognitive maps facilitated learning by being used in group discussions with the tutor, to identify correct ideas as well as misconceptions, and to convey the tutor's view, and thereby facilitated learning. The second, unrelated study employed concept mapping to evaluate an inservice Orientation Workshop for medicine school faculty. The cognitive structure characteristics of the participants and their congruence with those of the workshop teachers were assessed. These provided evidence regarding the attainment of the workshop's objectives for different kinds of participant. For example, by using concept mapping in planning instruction or preparing materials for teaching, teachers become learners. Potential didactic uses in higher education are discussed in light of these studies.


High Education Medical School Structure Characteristic Medical Education Subject Matter 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Kluwer Academic Publishers 1991

Authors and Affiliations

  • Sophia Mahler
    • 1
  • Ron Hoz
    • 1
  • Dita Fischl
    • 1
  • Esther Tov-Ly
    • 1
  • Omri Z. Lernau
    • 2
  1. 1.Department of EducationBen-Gurion University of the NegevBeer-ShevaIsrael
  2. 2.Shaare Zedek Medical CenterJerusalemIsrael

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