Abstract. The purpose of this study was to investigate the ways in which the use of concept maps influenced the learning processes of third year internal medicine students in the context of medical education. Sixty-three students were taught to use concept mapping as a learning strategy at the beginning of their internal medicine rotation. The first and final concept maps created by these students were collected and scored. Results indicate that there was a significant difference in the concept map scores of students during their clerkship rotation. Implications for teaching and learning in medical education are drawn.
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