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Intraoperative questioning to advance higher-order thinking.

Christopher P Magas1, Larry D Gruppen2, Meredith Barrett1

  • 1Department of Surgery, University of Michigan Health System, 2207 Taubman Center, 1500 E. Medical Center Dr., Ann Arbor, MI, 48109-5346, USA.

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|October 22, 2016
PubMed
Summary

Faculty in the operating room primarily asked lower- and mid-level thinking questions during laparoscopic cholecystectomy. Shifting to higher-order questions can enhance surgical trainee critical thinking and decision-making skills.

Keywords:
Bloom's taxonomyIntraoperative teachingQuestioning

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Area of Science:

  • Medical Education
  • Surgical Training
  • Cognitive Science in Medicine

Background:

  • Questioning strategies significantly influence learner responses and educational progression.
  • Understanding the types and cognitive levels of questions in the operating room is crucial for optimizing surgical education.

Purpose of the Study:

  • To categorize the types and cognitive levels of questions posed by faculty during surgical procedures.
  • To analyze the distribution of questions across different levels of Bloom's taxonomy within the operating room context.

Main Methods:

  • Observation and transcription of 12 laparoscopic cholecystectomy cases.
  • Classification of faculty-asked questions using the revised Bloom's taxonomy (remembering, understanding, applying, analyzing, evaluating).

Main Results:

  • A total of 141 questions were analyzed, with a range of 0 to 34 questions per case.
  • The distribution of questions was: 43 remembering, 29 understanding, 47 applying, 13 analyzing, and 8 evaluating.

Conclusions:

  • The majority of intraoperative questions (120/141) targeted lower- and mid-level cognitive skills.
  • Incorporating higher-order questions can foster advanced critical thinking and decision-making in surgical trainees.