How not to lose your students with concept maps

In the reformation of teaching practices in physiology and other science courses, concept maps have been increasingly introduced as a tool that promotes meaningful learning and integration of ideas. Following a faculty training session on the use of concept maps in the classroom, four faculty members independently began using concept maps in four different courses. Students in one course in particular had substantially higher perceived value in the concept map technique on the end‐of‐term surveys. Following this result, we used additional end‐of‐term survey questions, faculty and teaching assistant interviews, and a review of course materials to assess what factors lead to greater student value in the technique. Based on a review of these materials, we identified three key factors that students indicate are important for their acceptance of the technique. One, the mapping activity needs to be appropriately designed to meet the educational goals, i.e. not excessively complex. Two, there needs to be an adequate amount of teacher or teaching assistant feedback. Three, the students have to see that what they are learning from the process of concept mapping is also being assessed on exams. When implemented properly, students view concept mapping as a valuable tool in their learning of physiology, but this requires careful attention to the above issues.