Those who are successful in the area of medicine, whether they are practicing physicians or students, have a knowledge structure that is characterised by broad integrated frameworks of related subjects. The development of this knowledge framework may have a number of possible outcomes, one of which is an improvement in clinical problem-solving and other higher-level cognitive processes. A strategy known as concept mapping allows one to see the mental representations that learners have of the foundation of the information that they have received. Concept maps, which are founded on ideas derived from the academic discipline of learning theory, may be used as an auxiliary tool for problem-solving by students (PBL). Students in classes that concentrate on problem-based learning (PBL) may create concept maps that not only center on PBL instances, but also include basic scientific and social notions. The use of concept maps in PBL tutorials may also prove to be beneficial for the purposes of fostering dialogue, identifying knowledge gaps, generating ideas for learning objectives, encouraging application across disciplinary lines, and assessing the development of individual students. Students can benefit from using concept mapping in other types of PBL settings as well, including large-scale Seminar discussions and team-based learning environments. These types of PBL settings allow for students to better understand how various ideas relate to one another and the PBL case that is currently being studied. One of the obstacles that stand in the way of the general use of concept mapping in medical education is the development of trustworthy and validity-evidence-based tools.