Numerous reports have acknowledged the need for alternative teaching and learning strategies that will enable medical students to retain a considerable amount of information, integrate critical thinking skills, operate on evidence-based principles, and solve a range of complex clinical problems.  Previous research has indicated that concept maps (Cmaps) may be one such teaching and learning strategy. Cmaps can be viewed as visual organization tools, which can help the map maker organize and represent their knowledge on a given subject. They are excellent tools for presenting knowledge concepts and the relationship between these concepts in a graphical, hierarchical fashion. Concept mapping is viewed as a very valuable tool for active learning as well as for learning assessment and evaluation, especially when used as an adjunct to other study methods. Cmaps can help students organize and integrate information, gain new insights and detect areas where there are misunderstandings. They have been used extensively in medical education. Putting oneself into the shoes of a student who is generating a Cmap on a specific topic will enable participants of this workshop to identify the barriers and pitfalls that might occur when introducing Cmaps into the classroom. 
 

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