Presents one of a set of five analyses that all examine the same data; the discourse of a problem-based learning group in medicine. Offers an overview of the five analyses, including how they differ. Includes a transcription of the six-minute data segment featuring a group of second-year medical students and a faculty tutor/coach discussing a…

Examines the discourse of a problem-based learning group in medicine. Identifies ethnomethodological conversation analysis to analyze a segment of interaction in a problem-based learning (PBL) meeting. Observes that the presentation of a theory makes relevant a variety of sequential activities through which participants in this instructional…

Examines the discourse of a problem-based learning group in medicine. Uses a conceptual distinction between linguistic (and other semiotic) resources for making typological (or categorical) versus topological (or continuous variation) meanings as part of a multimedia semiotic analysis of the data episode. (SR)

Examines the discourse of a problem-based learning group in medicine. Finds evidence of similarity in the way that medical students and family members converse. Finds a paradox arising when activities of technoscience and ordinary conversation are rendered in ways that make them indistinguishable without extrinsic reference to who people are or to…

Examines the discourse of a problem-based learning group in medicine. Finds evidence of a differential diagnosis frame to organize the group's diagnostic inquiry procedures; coconstruction of explanatory case models linking causes to clinical symptoms through interactive discussion; processes of collaborative reasoning in evaluating alternative…

Examines the discourse of a problem-based learning group in medicine. Offers a sociocultural analysis of the data segment, focusing on the complex agendas pursued by the medical students. Explores the multiple agendas confronting a "transition community," the intra-space and inter-personal issues, and the role of the coach in transition…

Comments on a set of five analyses of the discourse of a problem-based learning group in medicine. Discusses how the five articles take a first step toward resolving a critical issue of learning theory: understanding the boundary between common sense and technical forms of reasoning, action, and discourse; and by what means students grow from…

Comments on a set of five analyses that all examine the same data (the discourse of a problem-based learning group in medicine). Argues that each of the analyses is representative not only of a research tradition, but also of a distinct research language and, as such, can be analyzed on the basis of the expressive potential of that language. (SR)