PURPOSE
Concept maps have been studied and used in diverse ways in scientific fields. This study aimed to investigate the usefulness and limitations of using concept maps during problem-based learning (PBL) in Year 3 medical students.
METHODS
After each PBL module, we gathered concept maps from each pair of students and questionnaires about the usefulness and limitations of concept maps, and analyzed them.
RESULTS
There were two types of concept maps, with some modifications. The students felt that concept maps provided overall understanding, analysis, and reorganization of problem cases. But, they also criticized shortage of disciplines related to drawing skills and rationales for each type of map. A strong need for expert maps and feedback for students resulted.
CONCLUSION
For optimal use of concept maps, we recommend that the committee implements a plan to teach drawing skills, explains rationales for each type of map, and gives feedback to students.
