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Abstract

We reviewed an innovative project in undergraduate medical education, which used problem-based learning and concept maps in pathophysiology teaching. We analyzed publications starting in 1995 and until 2024, to identify factors contributing to its continuity and impact, nationally and internationally.
Problem-based learning was based on the methodology developed by Howard Barrows, a founder of the method. In 1998, we published, internationally, the results of this initial experience, completed by three international publications.
In the early 21st century, this methodology became closer to case-based learning but maintained tutorial sessions, self-directed orientation and small group learning. Simultaneously, concept maps, developed by Novak, as leading promoter of the method, began to be used and were part of final assessment tools. In 2006, an international publication emphasized meaningful learning, recognized by tutors and students, as facilitator to understanding pathophysiological mechanisms of disease, applying basic science to explain clinical manifestations. In 2020, another international publication revisited the whole teaching and learning process.
In 2023 and 2024, two international papers were published, a BEME systematic review on the effectiveness of concept maps in critical thinking and a scoping review on the need to standardize concept maps methodology. In 2024, for the first time in Portugal, we published two international papers on the use of concept maps to promote clinical reasoning in the undergraduate teaching of Family Medicine.
Key elements of continuity and impact were: inclusion in the core curriculum, open information to students, training medical tutors, use of educational methods and materials validated internationally.