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Questioning as a teaching tool.

Michele Long1, Rebecca Blankenburg2, Lavjay Butani3

  • 1Department of Pediatrics, University of California, San Francisco, San Francisco, California; michele.long@ucsf.edu.

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Summary
This summary is machine-generated.

The Dreyfus and Bloom frameworks guide clinical teachers in creating effective, learner-centered questions. Asking questions strategically enhances teaching, learning, and assessment.

Keywords:
medical educationpedagogyquestioning

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Area of Science:

  • Medical Education
  • Pedagogy

Background:

  • Effective questioning is crucial for clinical teaching and learning.
  • Existing frameworks can guide question development.

Purpose of the Study:

  • To explore how the Dreyfus and Bloom frameworks can enhance clinical teaching through strategic questioning.
  • To identify methods for creating learner-centric and challenging questions.

Main Methods:

  • Analysis of the Dreyfus and Bloom frameworks in the context of clinical education.
  • Review of strategies for effective question formulation.

Main Results:

  • The Dreyfus and Bloom frameworks provide a structure for developing learner-centric questions.
  • Strategic questioning techniques improve teaching, learning, and assessment outcomes.

Conclusions:

  • Clinical teachers can leverage the Dreyfus and Bloom frameworks to optimize questioning strategies.
  • Effective questioning is a key component of successful clinical pedagogy and assessment.