Concept Maps in Undergraduate Pharmacology Education: A Systematic Review of Their Impact on Deep Learning, Academic Performance and Student Perceptions

Introduction: Medical education in India has shifted from traditional methods toward a competency-based approach. This shift highlights the need for advanced teaching-learning approaches that encourage meaningful learning, support longterm information retention and foster critical thinking. Recently, Concept Maps (CMs) have been increasingly used in medical education to facilitate deep learning and rational thinking. Despite their growing use, their effectiveness in pharmacology teaching for medical students has not been comprehensively reviewed. Aim: To explore whether CMs support deep learning and enhance educational outcomes in medical undergraduates and to explore students’ and faculty perceptions and attitudes toward the use of CMs in pharmacology teaching. Materials and Methods: This systematic review was registered with PROSPERO (CRD420251066308) and adhered to the Preferred Reporting Items for Systematic Reviews and MetaAnalyses (PRISMA) guidelines. Comprehensive literature searches were conducted in PubMed, Scopus and Google Scholar up to May 2025. Original research studies published in English, involving undergraduate medical students, focusing on the use of CM(s) as a teaching strategy specifically in pharmacology teaching and learning were included. Randomised controlled trials, quasi-experimental studies, pre-post intervention studies, or cross-sectional studies that facilitated deep learning, critical thinking, academic performance, or knowledge acquisition were included. The Quality Assessment of Diverse Studies (QuADS) tool was used to evaluate the quality of studies. Results: Five studies meeting the inclusion criteria were included in this review; all were conducted in India between 2019 and 2023. Interventions included short-term sessions and month-long modules. CMs improved academic performance and were perceived to enhance deep learning, clinical reasoning and post-test scores. Student feedback across all studies was overwhelmingly positive, highlighting improved comprehension and engagement. Faculty reported that CM development is time-consuming and that training sessions are needed, but responses were nonetheless overwhelmingly favourable. Conclusion: CMs are promising active learning techniques in undergraduate pharmacology education, shifting the focus from rote memorisation to meaningful understanding. They foster deeper understanding, better academic outcomes and higher student acceptance.