Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement

This study set out to test whether relevant prior knowledge would moderate a positive effect on academic achievement of elaboration during small-group discussion. In a 2 × 2 experimental design, 66 undergraduate students observed a video showing a small-group problem-based discussion about thunder and lightning. In the video, a teacher asked questions to the observing participants. Participants either elaborated by responding to these questions, or did not elaborate, but completed a

Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others

Seventy students participated in an experiment to measure the effects of either providing explanations or listening during small group discussions on recall of related subject-matter studied after the discussion. They watched a video of a small group discussing a problem. In the first experimental condition, the video was stopped at various points in time, enabling the participants to verbally respond to the discussion. In the second condition, they listened to the same discussion, without contributing. In the control condition, they listened to a discussion that was not related to the subject-matter subsequently studied. After the discussion, all participants studied a text and answered questions that tested their recall of information from this text. No immediate differences in recall were found. One month later, participants who had actively engaged in explaining remembered more from the text. The conclusion appears justified that actively providing explanations during a discussion positively affects long-term memory

The influence of verbal elaboration on subsequent learning:An experimental study in a PBL-setting

Problem-based group discussions are expected to enhance activation of and elaboration on prior knowledge. Some experiments reported improved recall after problem-based group discussions. However, these experiments did not control for individual differences in prior knowledge and quality of discussions. This experiment aimed to keep these variables under control. 62 students were trained on a physical topic (waves). One week later, they observed a video-recorded problem-based group discussion. In the experimental condition, students observed a discussion relevant to the trained material and verbally participated. In two control conditions, students either observed the relevant or an irrelevant discussion, without participating verbally. Then, all participants studied a relevant text. Immediate and delayed cued recall measures were taken. The experimental group was expected to recall more correct propositions than both control groups. A preliminary analysis with a one-way ANOVA showed a significant difference between the conditions on the delayed, but not on the immediate measure. A tentative conclusion therefore is that the verbal participation improved long-term recall.</p

Promoting positive perceptions of and motivation for research among undergraduate medical students to stimulate future research involvement:a grounded theory study

Background Research is of great value to make advancements within the medical field and, ultimately, offer the best possible patient care. Physician-scientists are key in contributing to the development of medicine, as they can bridge the gap between research and practice. However, medicine currently faces a physician-scientist shortage. A possible solution to cultivate physician-scientists is to engage medical students in research in early phases of medical school. Evidence-based strategies to stimulate positive perceptions of and motivation for research among students could help to enhance research engagement. Consequently, understanding of students' perceptions of and motivation for research is needed. Therefore, this study aimed to identify conditions under which students develop positive perceptions of and motivation for research by answering the following sub-questions: 1) how do first-year medical students perceive research? and 2) which factors contribute to motivation or demotivation for conducting research? Methods We conducted a qualitative study with individual interviews using a grounded theory approach, involving 13 purposively sampled first-year medical students at Leiden University Medical Center. Results Our results suggest that first-year students are already able to identify many aspects of research. Students elaborated on the relevance of research for professional practice and personal development. Furthermore, our results suggest a relationship between perceptions of and motivation for research. Some perceptions were identical to motivating or demotivating factors to conduct research, like the relevance of research for practice and performing statistics respectively. Other motivating factors were, among others, acknowledgment, autonomy, and inspiring role models. Demotivating factors were, among others, lack of autonomy and relevance, and inadequate collaboration. Conclusions Our results contribute to the idea that perceptions of research are related to motivation for research, which offers possibilities for interventions to promote motivation for research by making use of student perceptions of research. Consequently, practical implications to stimulate research engagement in early phases of medical school are provided. Moreover, the results contribute to existing motivational theories like Theory of Planned Behavior and Self-Determination Theory within this specific domain.Medical Education Researc

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

Item does not contain fulltextAlthough 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, eta(2) = .01. High-ability students outperformed low-ability students, p = .04, eta(2) = .07, but this effect did not interact with the experimental treatment, p = .22, eta(2) = .02. Suggestions for further research are presented

Which cognitive processes support learning during small-Group discussion? The role of providing explanations and listening to others.

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