An introduction to concept mapping in dental education: the case of partial denture design

The aim of this paper is to present concept mapping as a tool for enhancing clinical dental education and develops the authors' argument for the use of concept mapping presented previously in the pages of this journal. Materials presented are based on data gathered from extensive observation of learning and teaching in a UK dental school, and upon a case study of student learning of removable partial denture design. Using examples developed with students and teachers, critical elements of the approach are illustrated which can be used to support dialogue between the two parties. This approach can be used to develop active teaching strategies and engaged learning approaches that support the development of clinical expertise.