The use of questioning strategies by clinical teachers

Sellappah, S; Hussey, Tony; Blackmore, Amanda Marie; McMurray, Anne

doi:10.1046/j.1365-2648.1998.00776.x

Cited by 67 publications

(74 citation statements)

References 16 publications

(11 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In a similarly designed study, Sellappah and colleagues found that during practicebased experiences, clinical instructors asked lower-level questions 91.2% of the time. 13 Further, the clinical instructors' years of experience as a practitioner or teacher were not correlated with their propensity to ask loweror higher-order questions. A study by Phillips and Duke compared the cognitive level of questions asked by fulltime clinical faculty members and volunteer preceptors in nursing programs.…”

Section: Taxonomy Of Questionsmentioning

confidence: 89%

“…Unfortunately, observations of classroom-based instructors have repeatedly shown that lower-order questions are far more frequently used. 11,13 Perhaps teachers do not value higher-order questions and feel they are not effective, or perhaps a lack of formal training on how to formulate questions to stimulate learning is the root cause. 4 There is a paucity of empirical data regarding how to most effectively use questions to teach.…”

Section: Introductionmentioning

confidence: 99%

“…4 There is a paucity of empirical data regarding how to most effectively use questions to teach. 1,10,11,13,14 The purpose of this review is to examine the taxonomy of questions and suggest some best practice strategies for formulating questions that can help achieve desired teaching objectives and learning outcomes. 12 To effectively illustrate these concepts, the examples provided throughout this manuscript relate to a specific content area: analgesics and pain management.…”

mentioning

confidence: 99%

“…15 Teachers predominantly ask lower-level cognitive questions that do not effectively stimulate critical thinking. 11,13 During classroom-based instruction, researchers observed 91 faculty members asking 3,407 questions, and categorized the type and level of each question posed. 11 The majority of the questions asked were lower-level questions (68.9%).…”

mentioning

confidence: 99%

See 3 more Smart Citations

Best Practice Strategies for Effective Use of Questions as a Teaching Tool

Tofade

Elsner

Haines

2013

American Journal of Pharmaceutical Education

254

221

View full text Add to dashboard Cite

Questions have long been used as a teaching tool by teachers and preceptors to assess students' knowledge, promote comprehension, and stimulate critical thinking. Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter. Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. Teachers most often ask lower-order, convergent questions that rely on students' factual recall of prior knowledge rather than asking higher-order, divergent questions that promote deep thinking, requiring students to analyze and evaluate concepts. This review summarizes the taxonomy of questions, provides strategies for formulating effective questions, and explores practical considerations to enhance student engagement and promote critical thinking. These concepts can be applied in the classroom and in experiential learning environments.Keywords: questioning, critical thinking, pedagogy, effective teaching, teaching tool INTRODUCTIONUsing questions to teach is an age-old practice and has been a cornerstone of education for centuries. 1,2 Questions are often used to stimulate the recall of prior knowledge, promote comprehension, and build critical-thinking skills. Teachers ask questions to help students uncover what has been learned, to comprehensively explore the subject matter, and to generate discussion and peerto-peer interaction. Student-initiated questions increase higher-order learning by requiring them to analyze information, connect seemingly disparate concepts, and articulate their thoughts. 3 Indeed, questions are ubiquitous, but are the right kinds of questions -ones that promote learning, not recall -asked at the appropriate time? 4 Poor questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. 5 Effective questions asked in a psychologically safe learning environment support student learning by probing for understanding, encouraging creativity, stimulating critical thinking, and enhancing confidence. 6 The art of asking the right questions at the appropriate time is not innate. 7 Bloom's taxonomy of learning categorizes cognitive levels into several domains. 8 Questions that elicit responses in the knowledge, comprehension, and application domains are frequently considered lower-order questions, while questions in the analysis, synthesis, and evaluation domains are considered higherorder questions. 9 Higher-order questions elicit deeper and critical thinking; therefore, teachers are encouraged to ask questions in these domains (Table 1). 2,[10][11][12] This does not mean that lower-order questions should not be asked. It is appropriate to ask questions to address all cognitive domains as long as the desired learning outcome is kept in mind and a good mix of questions is used during each teaching session. 2 Given that the learning objectives in most courses in graduate and professional degree programs are often intended to stimulate high ord...

show abstract

Section: Taxonomy Of Questionsmentioning

confidence: 89%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Best Practice Strategies for Effective Use of Questions as a Teaching Tool

Tofade

Elsner

Haines

2013

American Journal of Pharmaceutical Education

254

221

View full text Add to dashboard Cite

show abstract

“…Teachers often rely heavily on recall-based questions that fail to stimulate deeper thinking and can cause learners to disengage. 3,4 Questions that are mismatched to learner level can be equally problematic; asking novice learners unrealistically challenging questions can lead them to lose self-confidence and interest and asking advanced learners fact-based questions can demotivate them. Finally, questions posed in a seemingly confrontational manner (which can cause anxiety in learners and may be perceived as "pimping") can adversely affect the learning climate.…”

mentioning

confidence: 99%