Although 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 = 0.39, ?[superscript 2] = 0.01. High-ability students outperformed low-ability students, p = 0.04, ?[superscript 2] = 0.07, but this effect did not interact with the experimental treatment, p = 0.22, ?[superscript 2] = 0.02. Suggestions for further research are presented.