Introduction: Higher education like medical education aims not only to prepare students to learn existing knowledge but to generate new knowledge and apply that knowledge to solve complex problems.Research suggests that complex problems can be solved with the help of knowledge integration. The use of conceptmaps as teaching toolfacilitates knowledge integration.Present study was undertaken to sensitize students to use concept maps and to compare learning with concept maps versus with traditional lecture and demonstration methods. Methods: A randomized cross sectional prospective study was conducted on 120 medical students of 1st year. Students were divided into 3 groups A, B and C. Group A studied “Gross anatomy of knee joint” by developing concept maps in number of small subgroups. Group C learnt through lecture and demonstration methods. Group B studied with concept maps developed individually by each student. Pre and posttest were conducted for all groups with pre validated questionnaire. Feedback was obtained from both students and faculty through a 5 point Likert scale. Students T test was applied for statistical analysis. Result: There was significant improvement in knowledge in group A and B students in comparison to group C students. This improvement was more marked in regards to high cognitive type MCQs. 90% students found that development of concept maps helped them to understand topic better. Discussion and Conclusion: Concept mapping is a better teaching learning tool than lecture and demonstration methods. Teaching-learning with development of concept maps individually or collaboratively facilitates higher cognitive learning.