Skip to main content

Advertisement

SpringerLink
Log in

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

  • Published:
Advances in Health Sciences Education Aims and scope Submit manuscript

Abstract

Recent research on problem-based learning (PBL) has shown that students need support when dealing with conflicting ideas in PBL-tutorial discussions. In the present study, we examined tutor facilitation during tutorial discussions, and particularly how the facilitation helped students to collaboratively resolve conflicts on knowledge. The study involved four PBL-tutorial sessions that included altogether 33 first-year medical and dental students. The sessions were videotaped and analysed using qualitative interaction analysis. Our aim was to find out how the tutor interventions encouraged students to elaborate on conflicting ideas, and how the interventions differed between conflict and non-conflict situations. We also examined how the tutors intervened during conflicts about factual or conceptual knowledge. The tutorial discussions included 92 tutor intervention episodes and 43 conflict episodes. The tutors intervened during 24 of the conflict episodes and resolved 13 of these episodes. Generally, the tutors often intervened by confirming what the students had said or by giving explanations, but they rarely asked questions that would stimulate the elaboration of knowledge. During conflicts on knowledge the tutors gave more explanations, but did little to encourage the students to deal with conflicting ideas. The tutors more often resolved conflicts on factual knowledge than conceptual knowledge. The findings suggest that tutor training should focus on promoting tutors’ understanding on when to give direct explanations, and when and how to encourage students to collaboratively elaborate on conflicting ideas.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • Aarnio, M., Lindblom-Ylänne, S., Nieminen, J., & Pyörälä, E. (2012). Dealing with conflicts on knowledge in tutorial groups. Advances in Health Sciences Education. doi:10.1007/s10459-012-9366-z.

  • Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., et al. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.

    Google Scholar 

  • Azer, S. A. (2005). Challenges facing PBL tutors: 12 tips for successful group facilitation. Medical Teacher, 27, 676–681.

    Article  Google Scholar 

  • Azer, S. A. (2009). Interactions between students and tutor in problem-based learning: The significance of deep learning. The Kaohsiung Journal of Medical Sciences, 25, 240–249.

    Article  Google Scholar 

  • Baker, M., Hansen, T., Joiner, R., & Traum, D. (1999). The role of grounding in collaborative learning tasks. In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 31–63). Oxford: Pergamon.

    Google Scholar 

  • Barrows, H. S., & Tamblyn, R. M. (1980). Problem-based learning. New York: Springer.

    Google Scholar 

  • Chng, E., Yew, E., & Schmidt, H. (2011). Effects of tutor-related behaviours on the process of problem-based learning. Advances in Health Sciences Education, 16, 491–503. doi:10.1007/s10459-011-9282-7.

    Article  Google Scholar 

  • Cook, D. A., Bordage, G., & Schmidt, H. G. (2008). Description, justification and clarification: A framework for classifying the purposes of research in medical education. Medical Education, 42, 128–133. doi:10.1111/j.1365-2923.2007.02974.x.

    Article  Google Scholar 

  • Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches (2nd ed.). Thousand Oaks, California: Sage.

    Google Scholar 

  • De Grave, W. S., Boshuizen, H., & Schmidt, H. (1996). Problem based learning: Cognitive and metacognitive processes during problem analysis. Instructional Science, 24, 321–341.

    Article  Google Scholar 

  • De Grave, W. S., Dolmans, D. H. J. M., & Van Der Vleuten, C. P. M. (1999). Profiles of effective tutors in problem-based learning: Scaffolding student learning. Medical Education, 33, 901–906.

    Article  Google Scholar 

  • Dolmans, D. H. J. M., Gijselaers, W. H., Moust, J. H. C., Grave, W. S., Wolfhagen, I. H. A. P., & Van Der Vleuten, C. P. M. (2002). Trends in research on the tutor in problem-based learning: Conclusions and implications for educational practice and research. Medical Teacher, 24, 173–180.

    Article  Google Scholar 

  • Dolmans, D., & Schmidt, H. G. (2006). What do we know about cognitive and motivational effects of small group tutorials in problem-based learning? Advances in Health Sciences Education, 11, 321–336.

    Article  Google Scholar 

  • Dolmans, D. H. J. M., & Wolfhagen, I. H. A. P. (2005). Complex interactions between tutor performance, tutorial group productivity and the effectiveness of PBL units as perceived by students. Advances in Health Sciences Education, 10, 253–261.

    Article  Google Scholar 

  • Dreyfus, A., Jungwirth, E., & Eliovitch, R. (1990). Applying the ‘‘cognitive conflict’’ strategy for conceptual change: Some implications, difficulties, and problems. Science Education, 74, 555–569.

    Article  Google Scholar 

  • Epstein, R. M., Siegel, D. J., & Silberman, J. (2008). Self-monitoring in clinical practice: A challenge for medical educators. Journal of Continuing Education in the Health Professions, 28, 5–13.

    Article  Google Scholar 

  • Frederiksen, C. H. (1999). Learning to reason through discourse in a problem-based learning group. Discourse Processes, 27, 135–160.

    Article  Google Scholar 

  • Gilkison, A. (2003). Techniques used by ‘‘expert’’ and ‘‘non-expert’’ tutors to facilitate problem-based learning tutorials in an undergraduate medical curriculum. Medical Education, 37, 6–14.

    Article  Google Scholar 

  • Groves, M., Régo, P., & O’Rourke, P. (2005). Tutoring in problem-based learning medical curricula: The influence of tutor background and style on effectiveness. BMC Medical Education, 5, 20–29.

    Article  Google Scholar 

  • Gukas, I. D., Leinster, S. J., & Walker, R. (2010). Verbal and nonverbal indices of learning during problem-based learning (PBL) among first year medical students and the threshold for tutor intervention. Medical Teacher, 32, 5–11.

    Article  Google Scholar 

  • Hendry, G. D., Ryan, G., & Harris, J. (2003). Group problems in problem-based learning. Medical Teacher, 25, 609–616.

    Article  Google Scholar 

  • Hmelo-Silver, C. E. (2002). Collaborative ways of knowing: Issues in facilitation. In G. Stahl (Ed.), Proceedings of CSCL 2002 (pp. 199–208). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Hmelo-Silver, C. E., & Barrows, H. S. (2006). Goals and strategies of a problem-based learning facilitator. The Interdisciplinary Journal of Problem-based Learning, 1, 21–39.

    Article  Google Scholar 

  • Hmelo-Silver, C. E., & Barrows, H. S. (2008). Facilitating collaborative knowledge building. Cognition and Instruction, 26, 48–94.

    Article  Google Scholar 

  • Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42, 99–107. doi:10.1080/00461520701263368.

    Article  Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.

    Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (2009). Energizing learning: The instructional power of conflict. Educational Researcher, 38, 37–51.

    Article  Google Scholar 

  • Kaufman, D., & Holmes, B. (1998). The relationship of tutors’ content expertise to interventions and perceptions in a PBL medical curriculum. Medical Education, 32, 155–261.

    Article  Google Scholar 

  • King, A. (1993). From sage on the stage to guide on the side. College Teaching, 41, 30–35. doi:10.1080/87567555.1993.9926781.

    Article  Google Scholar 

  • Lee, G. H., Lin, C. S., & Lin, Y. H. (2012). How experienced tutors facilitate tutorial dynamics in PBL groups. Medical Teacher, e1–e8. doi:10.3109/0142159X.2012.714883.

  • Lee, G. H., Lin, Y. H., Tsou, K. I., Shiau, S. J., & Lin, C. S. (2009). When a problem-based learning tutor decides to intervene. Academic Medicine, 84, 1406–1410.

    Article  Google Scholar 

  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage.

    Google Scholar 

  • Lindblom-Ylänne, S., Pihlajamäki, H., & Kotkas, T. (2003). What makes a student group successful? Student-student and student-teacher interaction in a problem-based learning environment. Learning Environments Research, 6, 59–76.

    Article  Google Scholar 

  • Maudsley, G. (1999). Roles and responsibilities of the problem based learning tutor in the undergraduate medical curriculum. British Medical Journal, 318, 657–661. doi:10.1136/bmj.318.7184.657.

    Article  Google Scholar 

  • Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press.

    Book  Google Scholar 

  • Moust, J. (2010). The role of the tutor. In H. J. M. van Berkel, A. Scherpbier, H. Hillen, & C. Van Der Vleuten (Eds.), Lessons from problem-based learning (pp. 47–56). New York: Oxford University Press.

    Chapter  Google Scholar 

  • Neville, A. J. (1999). The problem-based learning tutor: Teacher? Facilitator? Evaluator? Medical Teacher, 21, 393–401.

    Article  Google Scholar 

  • Norman, G. R., & Schmidt, H. G. (1992). The psychological basis of problem-based learning: A review of the evidence. Academic Medicine, 67, 557–565.

    Article  Google Scholar 

  • Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. Journal of the Learning Sciences, 13, 273–304.

    Article  Google Scholar 

  • Savery, J. R., & Duffy, T. M. (1996). Problem based learning: An instructional model and its constructivist framework. In B. G. Wilson (Ed.), Constructivist learning environments: Case studies in instructional design (pp. 135–148). Englewood Cliffs, NJ: Educational Technology Publications.

    Google Scholar 

  • Schmidt, H. G. (1983). Problem-based learning: Rationale and description. Medical Education, 17, 11–16.

    Article  Google Scholar 

  • Schmidt, H. G. (1993). Foundations of problem-based learning: Some explanatory notes. Medical Education, 27, 422–432.

    Article  Google Scholar 

  • Schmidt, H. G., & Moust, J. H. C. (1995). What makes a tutor effective? A structural equations modeling approach to learning in problem based curricula. Academic Medicine, 70, 708–714.

    Article  Google Scholar 

  • Schmidt, H. G., Van Der Molen, H. T., Te Winkel, W. W. R., & Wijnen, W. H. F. W. (2009). Constructivist, problem-based learning does work: A meta-analysis of curricular comparisons involving a single medical school. Educational Psychologist, 44, 227–249. doi:10.1080/00461520903213592.

    Article  Google Scholar 

  • Silver, M., & Wilkerson, L. (1991). Effects of tutors with subject expertise on the problem-based tutorial process. Academic Medicine, 66, 298–300.

    Article  Google Scholar 

  • Silverman, D. (2009). Doing qualitative research (3rd ed.). London: Sage.

    Google Scholar 

  • Ten Have, P. (2007). Doing conversation analysis: A practical guide (2nd ed.). London: Sage.

    Google Scholar 

  • Van Berkel, H. J. M., & Dolmans, D. H. J. M. (2006). The influence of tutoring competencies on problems, group functioning and student achievement in problem-based learning. Medical Education, 40, 730–736.

    Article  Google Scholar 

  • Van Boxtel, C., Van der Linden, J., & Kanselaar, G. (2000). Collaborative learning tasks and the elaboration of conceptual knowledge. Learning and Instruction, 10, 311–330.

    Article  Google Scholar 

  • Visschers-Pleijers, A. J. S. F., Dolmans, D. H. J. M., Leng, B. A., Wolfhagen, I. H. A. P., & Van der Vleuten, C. P. M. (2006). Analysis of verbal interactions in tutorial groups: A process study. Medical Education, 40, 129–137.

    Article  Google Scholar 

  • Wood, D. J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychiatry and Psychology, 17, 89–100.

    Article  Google Scholar 

  • Yew, E. H. J., & Schmidt, H. G. (2009). Evidence for constructive, self-regulatory, and collaborative processes in problem-based learning. Advances in Health Sciences Education, 14, 251–273.

    Article  Google Scholar 

Download references

Acknowledgments

The project was supported by a grant from the Finnish Academy of Science and Letters. We thank all the participating tutors, students and faculty members. Our special thanks go to Dr. Heikki Hervonen for collaboration and insight.

Author information

Authors and Affiliations

  1. Hjelt Institute, University of Helsinki, PO Box 40, 00014, Helsinki, Finland

    Matti Aarnio & Eeva Pyörälä

  2. Centre for Research and Development of Higher Education, University of Helsinki, Helsinki, Finland

    Sari Lindblom-Ylänne & Juha Nieminen

Authors
  1. Matti Aarnio
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Sari Lindblom-Ylänne
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Juha Nieminen
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Eeva Pyörälä
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Matti Aarnio.

Appendix

Appendix

Transcription symbols (adapted from ten Have 2007)

Overlaps

[:

beginning of an overlap

]:

end of an overlap

Pauses

(0.4):

pause longer than 0.2 s, indicated in tenths of seconds

=:

no gap between utterances

Other

ha ha:

laughter

(-):

unclear word in the transcript

(—):

longer unclear sequence in the transcript

(()):

the transcriber’s comment or explanation

Rights and permissions

Reprints and permissions

About this article

Cite this article

Aarnio, M., Lindblom-Ylänne, S., Nieminen, J. et al. How do tutors intervene when conflicts on knowledge arise in tutorial groups?. Adv in Health Sci Educ 19, 329–345 (2014). https://doi.org/10.1007/s10459-013-9473-5

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10459-013-9473-5

Keywords

Search

Navigation