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Related Experiment Video

Updated: Jun 13, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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Published on: September 11, 2021

Interventions to improve question formulation in professional practice and self-directed learning.

Tanya Horsley1, Jennifer O'Neill, Jessie McGowan

  • 1Centre for Learning in Practice, Royal College of Physicians and Surgeons of Canada, 774 Echo Drive, Ottawa, Ontario, Canada, K1S5N8.

The Cochrane Database of Systematic Reviews
|May 14, 2010
PubMed
Summary
This summary is machine-generated.

Interventions to improve healthcare professionals' question formulation show mixed short-term results, with skills often eroding over time. More research is needed on sustainable methods for enhancing clinical inquiry skills.

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Area of Science:

  • Medical Education
  • Evidence-Based Practice
  • Healthcare Professional Development

Background:

  • Formulating effective questions is crucial for healthcare professionals' competence and lifelong learning.
  • High expectations for evidence-based practice necessitate robust curricula for question formulation skills.
  • Formalizing reflective practice in physician revalidation underscores the need for evidence-based training in question formulation.

Purpose of the Study:

  • To evaluate the effectiveness of interventions aimed at increasing the frequency and quality of questions posed by healthcare providers.
  • To assess these interventions within the context of clinical practice and self-directed learning.

Main Methods:

  • Systematic review of randomized controlled trials (RCTs), controlled clinical trials (CCTs), interrupted time-series (ITS), and controlled before-after (CBA) studies.
  • Searches of electronic databases supplemented by handsearching, reference list checking, and expert consultation.
  • Independent screening and risk of bias assessment by two reviewers; descriptive data summarization due to heterogeneity.

Main Results:

  • Four studies were identified, primarily focusing on multi-component interventions within Evidence-Based Medicine (EBM) for physicians and residents.
  • Three studies indicated short- to moderate-term improvements in question formulation for physicians and allied health professionals.
  • No studies addressed the frequency of questions or reflective practice; one study showed skill erosion at one year.

Conclusions:

  • Interventions to enhance question formulation quality yield inconsistent short- and moderate-term results.
  • While some educational interventions show short-term effectiveness, long-term sustainability of improved question formulation skills remains largely unexamined and potentially poor.
  • Further research is required to understand and promote the long-term retention of question formulation skills in healthcare professionals.