Introduction:

one of the fundamental challenges of higher medical education in the 21st century is to assume flexibility in learning strategies.

Objective:

to deepen the use of conceptual maps in the teaching-learning process of medical sciences.

Method:

descriptive observational research in the field of the teaching-learning process at the Universidad de Ciencias Médicas de Holguín, Cuba, in which some conceptual maps that are being used in the teaching of medicine were presented, as well as the evaluation of their effectiveness as a learning tool. To measure the attitude of students and teachers towards the use of conceptual maps in the teaching-learning process of medicine, a Likert scale (previously validated by expert criteria and with α-Cronbach equal to 0.649) was used.

Results:

as part of the improvement in teaching medicine, many conceptual maps have been used to address issues of internal medicine and public health which have proven to be effective for the stability of medical knowledge. The conceptual maps provoked a favorable attitude in students and teachers who have used them.

Conclusions:

the use of conceptual maps in the teaching-learning process allows pedagogical models to be updated and synchronized with the trends of modern pedagogy in the university field of medical sciences, providing new pedagogical frameworks and tools for teachers to teach medicine.

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