Abstract
The purpose of this study was to examine knowledge mapping as an educational tool to improve comprehension in two modules of a therapeutics course. Two groups of students attended either the gastrointestinal or cardiovascular modules taught with traditional outlines. After testing, they crossed over to the opposite module which was taught with knowledge maps. This module was followed by an examination testing identical concepts as the previous groups. Students also completed a Likert-scale questionnaire to assess their attitude toward knowledge mapping. The mean score on the gastrointestinal exam increased from 80.2 to 84.7 (P