Skip to main content

Advertisement

SpringerLink
Log in

Dealing with conflicts on knowledge in tutorial groups

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

Abstract

The aim of our study was to gain understanding of different types of conflicts on knowledge in the discussions of problem-based learning tutorial groups, and how such conflicts are dealt with. We examined first-year medical and dental students’ (N = 33) conflicts on knowledge in four videotaped reporting phase tutorials. A coding scheme was created for analysing verbatim transcripts of 43 conflict episodes in order to find out whether the conflict episodes were about factual or conceptual knowledge and how the students elaborated the knowledge. Conflict episodes were relatively rare (taking up 7.6 % of the time) in the videotaped groups. Conflict episodes were more frequently about factual knowledge (58 %) than conceptual knowledge (42 %), but conflicts on conceptual knowledge lasted longer and were more often elaborated. Elaboration was, however, more frequently done individually than collaboratively. Conflict episodes were generally fairly short (mean duration 28 s). This was due to a lack of thorough argumentation and collaborative elaboration of conflicting ideas. The results suggest that students’ skills to bring out differences in each other’s conceptual thinking, the depth of argumentation and the use of questions that elicit elaboration need to be improved. Tutors’ skills to facilitate the collaborative resolving of conflicts on knowledge call for further study.

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

Similar content being viewed by others

References

  • Aarnio, M., Nieminen, J., Pyörälä, E., & Lindblom-Ylänne, S. (2010). Motivating medical students to learn teamwork skills. Medical Teacher, 32, e199–e204.

    Article  Google Scholar 

  • 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 

  • 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 

  • Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively with knowledge. In E. De Corte, L. Verschaffel, N. Entwistle, & J. van Merriënboer (Eds.), Powerful learning environments: Unraveling basic components and dimensions (pp. 55–68). Oxford: Pergamon.

    Google Scholar 

  • Boud, D., & Feletti, G. (1997). The challenge of problem-based learning (2nd ed.). London: Kogan Page.

    Google Scholar 

  • Brown, A. L., & Palinscar, A. M. (1989). Guided, cooperative learning and individual knowledge acquisition. In L. B. Resnick (Ed.), Knowledge, learning and instruction: Essays in honour of Robert Glaser (pp. 393–451). Hillsdale, NJ: Erlbaum & Associates.

    Google Scholar 

  • Buchs, C., Butera, F., Mugny, G., & Darnon, C. (2004). Conflict elaboration and cognitive outcomes. Theory into Practice, 43, 23–30.

    Article  Google Scholar 

  • Butera, F., & Mugny, G. (2001). Conflicts and social influences in hypothesis testing. In C. K. W. De Dreu & N. K. De Vries (Eds.), Group consensus and minority influence: Implications for innovation (pp. 161–182). Oxford: Blackwell.

    Google Scholar 

  • Clarke, B. A., Miers, M. E., Pollard, K. C., & Thomas, J. (2007). Complexities of learning together: Students’ experience of face-to-face interprofessional groups. Learning in Health and Social Care, 6, 202–212.

    Article  Google Scholar 

  • Darnon, C., Buchs, C., & Butera, F. (2002). Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning. Swiss Journal of Psychology, 61, 139–151.

    Article  Google Scholar 

  • Darnon, C., Doll, S., & Butera, F. (2007). Dealing with a disagreeing partner: Relational and epistemic conflict elaboration. European Journal of Psychology of Education, 22, 227–242.

    Article  Google Scholar 

  • Darnon, C., Dompnier, B., Delmas, F., Pulfrey, C., & Butera, F. (2009). Achievement goal promotion at university: Social desirability and social utility of mastery and performance goals. Journal of Personality and Social Psychology, 96, 119–134.

    Article  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 

  • Dolmans, D. H. J. M., De Grave, W., Wolfhagen, I. H. A. P., & Van der Vleuten, C. P. M. (2005). Problem-based learning: Future challenges for educational practice and research. Medical Education, 39, 732–741.

    Article  Google Scholar 

  • Dolmans, D. H. J. M., & 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., Van der Vleuten, C. P. M., & Wijnen, W. H. F. W. (2001). Solving problems with group work in problem-based learning: Hold on to the philosophy. Medical Education, 35, 884–889.

    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 

  • Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology Journal, 29, 75–91.

    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. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16, 235–266.

    Article  Google Scholar 

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

    Article  Google Scholar 

  • Janis, I. L. (1972). Victims of groupthink. Boston: Houghton Mifflin.

    Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (1979). Conflict in the classroom: Controversy and learning. Review of Educational Research, 49, 51–70.

    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 

  • Johnson, D. W., Johnson, R. T., & Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology Review, 19, 15–29.

    Article  Google Scholar 

  • Koh, G. C., Khoo, H. E., Wong, M. L., & Koh, D. (2008). The effects of problem-based learning during medical school on physician competence: A systematic review. Canadian Medical Association Journal, 178, 34–41.

    Article  Google Scholar 

  • Lincoln, Y. S. (1995). Emerging criteria for quality in qualitative and interpretive research. Qualitative Inquiry, 1, 275–289.

    Article  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 

  • 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 

  • Peterson, M. (1997). Skills to enhance problem-based learning. Medical Education Online, 2, 1–8.

    Article  Google Scholar 

  • Qin, Z., Johnson, D. W., & Johnson, R. T. (1995). Cooperative versus competitive efforts and problem solving. Review of Educational Research, 65, 129–143.

    Google Scholar 

  • Roschelle, J. (1992). Learning by collaborating: Convergent conceptual change. Journal of the Learning Sciences, 2, 235–276.

    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 

  • Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22, 63–75.

    Google Scholar 

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

    Google Scholar 

  • Tannen, D. (2002). Agonism in academic discourse. Journal of Pragmatics, 34, 1651–1669.

    Article  Google Scholar 

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

  • Tversky, A., & Kahneman, D. (1981). The framing of decisions and the psychology of choice. Science, 211, 453–458.

    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 

  • Visschers-Pleijers, A. J. S. F., Dolmans, D. H. J. M., Wolfhagen, I. H. A. P., & Van der Vleuten, C. P. M. (2005a). Student perspectives on learning-oriented interactions in the tutorial group. Advances in Health Sciences Education, 10, 23–35.

    Article  Google Scholar 

  • Visschers-Pleijers, A. J. S. F., Dolmans, D. H. J. M., Wolfhagen, I. H. A. P., & Van der Vleuten, C. P. M. (2005b). Development and validation of a questionnaire to identify learning-oriented group interactions in PBL. Medical Teacher, 27, 375–381.

    Article  Google Scholar 

  • Woolley, A. W., Chabris, C. F., Pentland, A., Hashmi, N., & Malone, T. W. (2010). Evidence for a collective intelligence factor in the performance of human groups. Science, 330, 686–688.

    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 grants from the Finnish Academy of Science and Letters, and the Ella and Georg Ehrnrooth Foundation. Our thanks to all the participating students and faculty members, especially to Dr. Heikki Hervonen for collaboration, support and fruitful discussions.

Author information

Authors and Affiliations

  1. Research and Development Unit for Medical Education, University of Helsinki, PO Box 63, Haartmaninkatu 8, 00014, Helsinki, Finland

    Matti Aarnio, Juha Nieminen & 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: Transcription symbols (adapted from ten Have 2007)

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. Dealing with conflicts on knowledge in tutorial groups. Adv in Health Sci Educ 18, 215–230 (2013). https://doi.org/10.1007/s10459-012-9366-z

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10459-012-9366-z

Keywords

Search

Navigation