Using questions to facilitate motor skill acquisition

For the process of question-guided problem-solving to work successfully, several conditions must exist: 1) presence of valid and reliable criteria for evaluating product (DO) and performance (DP), 2) development of learning resources such as life-sized examples, 3) training sessions in the application of criteria and use of the process for both faculty and students, and 4) faculty commitment to the process. The process helps to establish conditions in which learning occurs. Underlying its structure is the requirement for incorporation of discrimination tasks. Question-guided problem-solving structures the learner's approach to the task in a way that facilitates the refinement of independent learning strategies over time. Further, it promotes effective use of time in laboratory or clinic. Through repeated interactions, the faculty may better monitor student progress, diagnose student learning problems, suggest remedial strategies, and evaluate their outcomes. By providing instruction that includes opportunities to practice the subskills of problem-solving in an interactive cooperative environment, students systematically monitor learning by asking good questions and, through questioning, are empowered to solve problems.