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Abstract Concept maps provide an effective visual framework for medical students to organise and integrate complex information, thereby enhancing comprehension and long‐term retention. Similarly, Small Group Discussions (SGDs) promote active learning through interaction, reflection and collaborative problem‐solving. Although both methods are individually effective, there is limited evidence on their combined impact on medical students' performance. To evaluate the association between the Integrated Concept Map–Small Group Discussion (ICM–SGD) technique and academic performance among medical students compared with traditional PowerPoint‐based lectures. This study was conducted at Saveetha Medical College and Hospital , where the ICM–SGD technique was implemented for first‐year (2021 batch) and second‐year (2020 batch) MBBS students. Their academic performance was compared with that of previous cohorts taught using conventional methods. Combined final examination scores across core subjects were analysed using independent‐samples t ‐tests, and Cohen's d effect sizes were calculated to determine the magnitude of improvement. Students taught using the ICM–SGD technique demonstrated significantly higher mean examination scores across all subjects compared with traditional lecture cohorts ( p < 0.001), with moderate to large effect sizes (Cohen's d = 0.51–1.62). The ICM–SGD technique was associated with significantly higher academic performance compared with traditional lecture‐based instruction. These findings support the potential value of integrating concept mapping and structured discussion within medical education, while further multi‐centre studies are warranted to confirm broader competency outcomes.
Rashid et al. (Wed,) studied this question.