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This paper investigates whether paper and video triggers stimulate different social and cognitive processes during PBL. The  study focused on how medical students identified and described problems, and how they built shared cognitions that lead  them to diagnose and solve problems. The results showed that students who used video triggers put more effort into communicating  their understanding of the problem and relevant knowledge than students who used paper triggers. The findings  contribute to discussions on how to evaluate the effectiveness of different PBL triggers in order to better integrate them into  the curriculum.published_or_final_versio

Differ in Socio-Cognitive Processes? Some Comparisons Between Paper and Video Triggered PBL