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Related Experiment Video

Updated: May 9, 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

How do tutors intervene when conflicts on knowledge arise in tutorial groups?

Matti Aarnio1, Sari Lindblom-Ylänne, Juha Nieminen

  • 1Hjelt Institute, University of Helsinki, PO Box 40, 00014, Helsinki, Finland, matti.aarnio@helsinki.fi.

Advances in Health Sciences Education : Theory and Practice
|July 31, 2013
PubMed
Summary

Tutors often explain rather than question during problem-based learning (PBL) discussions, hindering students' collaborative conflict resolution. Training should focus on guiding tutors to encourage elaboration on conflicting knowledge.

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Area of Science:

  • Medical Education
  • Cognitive Science

Background:

  • Problem-based learning (PBL) requires students to manage conflicting ideas.
  • Effective tutor facilitation is crucial for resolving knowledge conflicts in PBL tutorials.

Purpose of the Study:

  • To analyze tutor facilitation strategies during PBL tutorial discussions.
  • To understand how tutors help students collaboratively resolve knowledge conflicts.
  • To differentiate tutor interventions in conflict versus non-conflict situations.

Main Methods:

  • Qualitative interaction analysis of videotaped PBL tutorial sessions.
  • Study included 33 first-year medical and dental students across four sessions.
  • Analysis focused on 92 tutor intervention episodes and 43 conflict episodes.

Main Results:

  • Tutors intervened in 24 conflict episodes, resolving 13.
  • Tutors predominantly confirmed or explained, rarely asking questions to stimulate elaboration.
  • During knowledge conflicts, tutors provided more explanations but less encouragement for collaborative elaboration.
  • Factual knowledge conflicts were resolved more often than conceptual knowledge conflicts.

Conclusions:

  • Tutor interventions often favor direct explanation over fostering student-led elaboration of conflicting ideas.
  • Current facilitation practices may not optimally support collaborative conflict resolution in PBL.
  • Tutor training should emphasize when to explain versus when to guide students in elaborating on conflicting knowledge.