ABSTRACT: Collaborative diagramming during problem based learning in medical education: Do computerized diagrams support basic science knowledge construction?
To examine how collaborative diagramming affects discussion and knowledge construction when learning complex basic science topics in medical education, including its effectiveness in the reformulation phase of problem-based learning. Methods: Opinions and perceptions of students n = 70 and tutors n = 4 who used collaborative diagramming in tutorial groups were collected with a
