Elaboration during problem-based group discussion: Effects on recall for high and low ability students

Floris M. van Blankenstein, Diana H.J.M. Dolmans, Cees P.M. van der Vleuten, Henk G. Schmidt

Research output: Contribution to journalArticleAcademicpeer-review

3 Citations (Scopus)

Abstract

Although elaboration has been investigated frequently, there is little evidence for the beneficial effect of elaboration in problem-based learning. A controlled experiment tested the effect of elaboration during problem-based discussion on recall. Sixty-seven students observed a video-recorded, problem-based discussion. In one experimental condition, a tutor in the video encouraged participants to elaborate by asking elaborative questions. In a second condition, the tutor asked superficial questions. After the discussion, all participants studied a text with relevant new information. Elaborative questions had no significant effect on recall of idea units from the text, p = .39, η2 = .01. High-ability students outperformed low-ability students, p = .04, η2 = .07, but this effect did not interact with the experimental treatment, p = .22, η2 = .02. Suggestions for further research are presented.

Original languageEnglish
Pages (from-to)659-672
Number of pages14
JournalAdvances in Health Sciences Education
Volume18
Issue number4
DOIs
Publication statusPublished - Oct 2013

Fingerprint

Dive into the research topics of 'Elaboration during problem-based group discussion: Effects on recall for high and low ability students'. Together they form a unique fingerprint.

Cite this