1. The Use of Teacher Questions in Medical Education

2. “Questions are the teacher's single most influential teachers act”
Taba 1966

3. Reasons to use questions
Questions are motivating, they keep students on task
Questions focus the learner’s attention on what is to be learned
Questions especially thought questions illicit deeper thinking processes

4. Goals of Questions To focus the learner on one area of subject matter
To evaluate the learner’s understanding of the subject matter
To give the learner the opportunity to practice and clarify his/her knowledge of the subject matter
To stimulate higher level thinking about the subject matter though discussion

5. Good questions don’t just happen they are planned
Questions that stimulate thought require prior thought

6. Types of Questions
Recitation _ answers reflect a knowledge or understanding of the facts of the subject matter. typically a questions that have 1 best answer
Discussion _ answers used to develop higher level thinking about the subject matter by
Analyzing the situation
Look for cause and effect
Find relationships between he element and total organizational scheme

7. Examples Recitation questions Discussion questions
What is the dose of XYZ anesthetic premedication for children undergoing sedation?
Discussion questions
Should all children undergoing sedation be given premedication?

8. De-briefing questions
Debriefing is the activity that allows the learner to compare the activity of the simulation with that of the real world or compare it with the ideal of the real world
Therefore debriefing is
analysis
comparison
application of knowledge
thinking though similar scenarios

9. Question formation prior to debriefing
Choose type of question to be used, based on your instructional goals ( evaluation of knowledge , repetition of facts , discussion )
Choose the cognitive level of the questions
Do you want to evaluate or rehearse correct answers in preparation for examination?
Do you want the learner to learn form past experiences ?
Do you want he learner to devise new ways to think and act i9n future situations ?
Construct one and only one question for each goals
Consider the wording and the syntax of the question
Practice the question and the possible answers

10. Preparation of the Question in the debriefing session
Decide on the cognitive level of the questions and answers to be used
If you want the learner to answer at a higher cognitive level , you must ask the question t cognitive level that is above the learners norm
Define the question clearly and one at a time
Avoid strings of multiple questions
Vague questions make the student guess what it is that you are looking for rather than use the time constructively to formulate a higher level answer
Practice the questions and the possible answers

11. Decide on the cognitive level of the questions and answers to be used
If you want the learner to answer at a higher cognitive level , you must ask the question at cognitive level that is above the learner’s current norm

12. It is not sufficient for teacher for ask good questions, the questions also must elicit good responses form the students

13. Questioning techniques that elicit good answers
Keep the all learners on task during the question and answer session by not appointing a respondent before the question is asked
Phrase each question clearly
Do not string questions together
Provide for wait time
Provide positive feedback
Consider non questions alternatives

14. Keep all learners on task
Ask questions of both volunteers and non volunteers in the classroom
D not string questions together
Use clear and unambiguous questions
If you are not clear of the question itself the learners will not be clear of the answer

15. Wait time
Wait time is perhaps the most important element of questioning techniques
There are 2 types of wait time
Wait time 1 - the time between the teacher’s spoken question and the response of the learner
Wait time 2 - the time between the learner’s response and the next comment by the teacher

16. The use of wait time to prompt learner responses
Allow for wait time #1 greater than 5 seconds for the learner to respond before adding any additional comments
Allow the learner to respond fully
Allow for wait time #2 to allow any other learner response or elaboration

17. Wait time is critical to good questioning technique
A wait time of > 5 seconds will
increase the length of the student responses 3 – 7 fold
increase the incidence of student generated questions (you will ask few questions )
Decrease failure to respond to questions (you will ask few questions )
increase student achievement on written tests , particularly on items that are cognitively more complex ( Yearny and Porter )
Increase student exchanges and thus change this social dynamics of the session

18. Habits that interfere with Wait time
exalting the students to “ think about this “
Verbatim recitation of the student answer
other students learn that they need not listen to each other , you will restate the prior answer for them
“ yes …but”, “don’t you think that” comments
Students halt their line of thought and try to guess what it is that you are looking for

19. Process the learner‘s response
Listen fully to the students response. Do not be thinking of the next questions that you will be asking ( If you have formed your questions prior to the session this is not necessary)
Provide adequate feedback , especially if recitation question
Sustain the question if discussion question

20. Sustaining Discussion
Use the initial question to which you yourself do not truly know the answer
Pose one and only one question
Allow adequate wait time
Allow for other learners to response
Reflect and restate the learners answer s/he has spoken
Do not immediately give your answer

21. Non question alternatives
Statements
state the thoughts that occur to you in relations to what the students have said . This is especially effective in the discussion of affective knowledge ( e.g. team work during a crisis, interpersonal issues between staff )
Student questions
reformulate the students own question or ask for other questions
Silence
say nothing but maintain a deliberate silence until the speaker resumes or another student enters in

22. Post questions session
Analyze your use of questions
Evaluate the learner’s responses
Refine and reconstruct your questions for the coming session