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Related Experiment Video

Updated: May 23, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Dealing with conflicts on knowledge in tutorial groups.

Matti Aarnio1, Sari Lindblom-Ylänne, Juha Nieminen

  • 1Research and Development Unit for Medical Education, University of Helsinki, PO Box 63, Haartmaninkatu 8, 00014, Helsinki, Finland. matti.aarnio@helsinki.fi

Advances in Health Sciences Education : Theory and Practice
|March 29, 2012
PubMed
Summary

Students in problem-based learning (PBL) tutorials experience knowledge conflicts, often about facts. Improving collaborative elaboration and argumentation skills is crucial for deeper learning in medical and dental education.

Related Experiment Videos

Last Updated: May 23, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

  • Medical Education
  • Cognitive Science
  • Learning Sciences

Background:

  • Problem-based learning (PBL) is a constructivist educational approach.
  • Tutorial group discussions are central to PBL, facilitating knowledge construction.
  • Understanding knowledge conflicts within these groups is essential for optimizing learning.

Purpose of the Study:

  • To investigate the types of knowledge conflicts in PBL tutorials.
  • To analyze how students handle these knowledge conflicts.
  • To identify areas for improving student and tutor skills in managing knowledge conflicts.

Main Methods:

  • Analysis of videotaped reporting phase tutorials from first-year medical and dental students (N=33).
  • Coding scheme developed to categorize 43 conflict episodes based on knowledge type (factual vs. conceptual) and elaboration.
  • Quantitative analysis of conflict frequency, duration, and elaboration methods.

Main Results:

  • Knowledge conflicts were infrequent (7.6% of tutorial time).
  • Factual knowledge conflicts (58%) were more common than conceptual (42%), but conceptual conflicts were longer and more elaborated.
  • Elaboration was predominantly individual, not collaborative, leading to short conflict durations due to limited argumentation.

Conclusions:

  • Students require enhanced skills in articulating conceptual differences and engaging in deeper argumentation.
  • Tutors may need improved facilitation strategies for collaborative conflict resolution.
  • Further research into tutor facilitation of knowledge conflicts is warranted.