1. Date of download: 9/17/2016 Copyright © 2016 American Medical Association. All rights reserved. From: Critical Thinking in Graduate Medical Education: A Role for Concept Mapping Assessment? JAMA. 2000;284(9):1105-1110. doi:10.1001/jama.284.9.1105 Example map of water demonstrating the basiccomponents of hierarchical concept maps. Note the cross-link (bold arrow)between the concepts motion and states. Reproduced with permission from Cambridge University Press. Figure Legend:

2. Date of download: 9/17/2016 Copyright © 2016 American Medical Association. All rights reserved. From: Critical Thinking in Graduate Medical Education: A Role for Concept Mapping Assessment? JAMA. 2000;284(9):1105-1110. doi:10.1001/jama.284.9.1105 Reproduction of a hand-written concept map of seizures by a first-year resident. Note the absence of cross-linksand the consistent use of 2 to 3 levels of hierarchy, resulting in a low score. Figure Legend:

3. Date of download: 9/17/2016 Copyright © 2016 American Medical Association. All rights reserved. From: Critical Thinking in Graduate Medical Education: A Role for Concept Mapping Assessment? JAMA. 2000;284(9):1105-1110. doi:10.1001/jama.284.9.1105 Reproduction of a hand-written concept map of seizures by a resident in the second- and third-year group. Note thecomplexity of the map as manifested by frequent cross-links and the consistentuse of 5 to 7 levels of hierarchy, resulting in a higher map score. Figure Legend:

4. Date of download: 9/17/2016 Copyright © 2016 American Medical Association. All rights reserved. From: Critical Thinking in Graduate Medical Education: A Role for Concept Mapping Assessment? JAMA. 2000;284(9):1105-1110. doi:10.1001/jama.284.9.1105 Reproduction of approximately 50% of both a preinstuction and postinstructionconcept map from the same subject. Figure Legend: