Problem-based tutorial discussion of a relevant problem before studying an expository text increases the number of accurate propositions recalled from that text¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2001 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? First-year medical students who discussed the relevant 'Stinging incident' problem recalled significantly more accurate propositions from a blood pressure regulation text than students who discussed an unrelated control problem. → W.S. de Grave 2001
Evidence¶
W.S. de Grave 2001¶
W.S. de Grave, H.G. Schmidt & H.P.A. Boshuizen. (2001). Effects of problem-based discussion on studying a subsequent text: A randomized trial among first year medical students. Instructional Science 29: 33-44. https://link.springer.com/journal/11251
q3 · i? · causal · r2
Randomized experiment with 48 first-year medical students assigned to discuss either a relevant or a control problem before studying the same 10-page text; ANOVA of free recall showed the significant difference reported, and the abstract states these students "recalled 25% more from the text".
"a significant difference in the number of accurately remembered propositions was found between groups analyzing the 'Stinging incident' problem and the control condition: F(1,46) = 9.68, MSe = 56.53, p< 0.01"
Discussion¶
Related Claims¶
- The PBL assumption that student-generated learning issues guide self-directed learning had never been empirically tested before this study — related
- The recall benefit of prior problem-based discussion applies to both explanatory and descriptive propositions, with no interaction between treatment and proposition type — related
- Prior problem-based discussion does not change the number of inaccurate propositions recalled — related
- Problem-based discussion prior to studying a text does not increase the number of inferences during immediate free recall — related
- Providing explanations during a small-group discussion yields better recall of subsequently studied text one month later than only listening to the discussion — related
- Cook et al. (2009) found no support for sensing/intuitive style-by-sequence interaction in medical education — related
- Prior-knowledge activation instructions before study had little effect on retention in Experiment 2 — reports the opposite
- Analyzing a problem before reading facilitates subsequent recall of a relevant text for both novices and experts — related
- Problem analysis through small-group discussion particularly stimulates the production of explanatory propositions, via a significant treatment-by-proposition-type interaction — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
pbl-discussion-prior-to-text-increases-free-recall |
title |
Problem-based tutorial discussion of a relevant problem before studying an expository text increases the number of accurate propositions recalled from that text |
description |
Problem-based tutorial discussion of a relevant problem before studying an expository text increases the number of accurate propositions recalled from that text |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2001 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ws-de-grave-2001 |
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