The paper starts with intruding concept map to medical novelty assessment PBL teaching, through questionnaires the paper analyzes the students’ attitudes, receptivity extent and difficulties emerging during the learning process. It carries out correlation analysis between the scores of the concept maps and novelty assessment reports both made by students as well as correspondence analysis between learning styles and the receptivity extent of the concept maps among students. The result shows that most of the students believe that concept map is suit for medical novelty assessment PBL teaching, it could be accepted by most of learning styles and it has a broader scope for application.