MedEdPORTAL (Mar 2007)
A Guide to the Understanding and the Proper Use of Pedagogical Questioning Formats for Medical Educators
Abstract
Abstract Introduction Pedagogical questions are one of a teacher's greatest tools and can serve multiple educational purposes if used correctly. Questions can check for a learner's understanding of subject matter, spur discussion of topics, and facilitate critical thinking skills. Good questioning techniques can also result in higher levels of student performance on written examinations. However, each of these purposes has a distinct and recognizable questioning format which medical educators do not always understand fully. Methods This guide was created to help medical educators improve their teaching and evaluation skills by exploring the proper use of questioning and non-questioning techniques, as well as showing how to construct high-quality questions. It was originally geared towards faculty who run simulations and debriefs. Results Self-assessments by simulation faculty from various specialties (anesthesia, emergency medicine, critical medicine, and pediatrics) have indicated that these scripted explanations have assisted in learning the basic principles of wait time and nonquestioning as alternatives for discussion. After reviewing recorded sessions they were able to concretely understand how their questioning formats enhanced/impeded their teaching. Discussion Those who have reviewed this guide better understand that not all question formats are equally suited to all purposes. For example, discussion questions are frequently used to teach and reinforce critical thinking skills, which is essential to the development of medical expertise. They are particularly effective because they redirect the learner to the correct interpretation of events and force the learner to be concrete and logical in his/her interpretations. Good questioning techniques can be applied to all learner levels and pedagogies.
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