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Problem Based Learning (PBL) and Concept Mapping (CM) have parallel purposes, both based on a constructivist view of learning. In a Faculty of Medicine, PBL and CM have been applied together as the main learning modes. This provided an opportunity to test several hypotheses about the interaction of CM and PBL. Among them were: (i) Students using CMs for their study and revision would perform better on their assessment tasks, than those who did not. This was supported, but not strongly. (ii)doi:10.1039/b5rp90017d fatcat:voavhb2ojba4tbusffte5lytee