The importance of helping students cognitively integrate the basic and clinical sciences has been strongly supported in the medical literature, but there is a need for strategies to achieve this in the classroom. Concept mapping is one activity that assists students in developing relationships between the clinical and basic science domains and leads to a deeper understanding of the material. In our experience, the skills needed to transition a clinical case into a concept mapping activity are best learned in an environment where one can be introduced to the process and then practice with a significant problem that has meaning to the participant.  The focus session format will give participants the time needed to practice and apply the learned skills in a supported environment with clear guidance. This format will allow the participants to leave with a teaching product and a new understanding of the process of activity development.