Concept maps have been used successfully in science and mathematics education in a variety of settings. This paper describes the application of the metacognitive tool, concept mapping, to the development of an integrated veterinary curriculum, to the development of case-based exercises for problem-based learning, and as a learning tool for students working individually or in small groups. Examples are drawn from courses developed for a new veterinary curriculum implemented in 1993. Special attention is paid to a course taught to 65 veterinary students in the spring of 1995 on fluid and electrolyte disorders. Concept maps were integral to the design and delivery of the course, and were included in the final examination. The use of concept maps to this extent was well received by students. The vast majority claimed that the concept maps greatly facilitated their understanding of the relevant pathophysiologic mechanisms contributing to an acid/base disturbance or fluid disorder. Responses from the faculty involved with the course were also very positive. It is argued that concept maps can help make conceptual relationships explicit, identify errors and omissions, and reveal misconceptions in students' understanding. (Contains 1 table, 6 figures, and 40 references.) (Author/SLD)