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Abstract Increased use of problem‐based approaches to medical education has highlighted the challenges of curricular revision and interdisciplinary development. Venturing beyond disciplinary boundaries can be difficult, despite a desire to create interdisciplinary courses and adopt new ways of teaching. Concept mapping is an effective tool for developing an integrated curriculum. This article includes examples of concept maps that represent an entire veterinary curriculum, specific courses, and case‐based exercises. The author argues that concept mapping is a valuable tool for curriculum development of any scope or discipline, but is particularly helpful for creating interdisciplinary courses and case‐based exercises.
Katherine M. Edmondson (Fri,) studied this question.