1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends! Image
2/ Here is where we are in our journey through the world of inquiry as a teaching tool.

Before we get into some methods of effective questioning, I think it is important to spell out what makes a “bad question”.

This is what we will tackle today. Let’s go! Image
3/ Back in our intro, we introduced the idea of ”pimping”. We were unequivocal that we feel this term and practice are bad and have no place in medical education.

Although, we acknowledge there are some who argue otherwise.

pubmed.ncbi.nlm.nih.gov/26647250/
pubmed.ncbi.nlm.nih.gov/25088335/ Image
4/ As you all know, @JenniferSpicer4 & I are big fans of psychological safety in the clinical learning environment.

The practice of “pimping” is the antithesis of psychological safety.

From now on, let’s assume you all love psychological safety as much as we do.
5/ Even educators who care deeply for their learners and promote flattening hierarchies ask, “bad questions,” including us.

What trips up most educators is the infamous, “guess what I’m thinking,” questions.
6/ A "guess what I'm thinking" question typically arises when educators “lead the witness.” See the below example: Image
7/ This clinician educator had a specific teaching point pop in their head.

They wanted to share it but also want to engage the team through inquiry.

They try to lead the learner to make THEIR teaching point. This often gets messy.
8/ You can feel this teacher’s good intentions. And their teaching point was a good one. But their approach was sub-par.

What this person did was ask a very specific question, with a very specific answer, to a specific person.
9/ Any question with a ”right” answer is a quick way to get yourself into trouble.

Learners can either feel good (if they get it right), or bad (if they get it wrong). There is no neutral option.
10/ You also don’t learn much about your trainees. Do they know your factoid or not?

You don’t get to observe how they think, how they build on their foundational knowledge, or how they identify meaningful gaps in their knowledge.
11/ Let’s give this teacher another shot: Image
12/ I think this teacher did much better this time around.

With an open-ended question, they let the learner share what they knew.

The learner wasn’t thinking about the same thing as the teacher, and that’s okay!

AND, the "teacher" learned something from the trainee.
13/ And remember from last week, if you ask a “bad question,” apologize, and just make the teaching point you were thinking about.

SO simple & SO effective. Image
14/ Next week we will get into why this teacher's second attempt was a good approach.

But for now, remember this: Image
15/ Thanks for joining us!

Please, join us again next week as we have perfectly set up using questions as a “needs assessment.”

To not miss out, make sure to follow: @MedEdTwagTeam, @JenniferSpicer4, and me.

Tweet you then. Image

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More from @GStetsonMD

15 Jun
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!

Today we will be summarizing what we have learned throughout the #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, #Tweetatrician, & #MedStudentTwitter Friends!
2/ I have had an excellent time sharing with you all my approach to #EffectiveQuestions in the clinical setting.

Here is where we have been during this journey.
3/ In the intro we talked about ”pimping” and the psychologically dangerous environment it creates, as illustrated by these drawings in this fascinating study:

pubmed.ncbi.nlm.nih.gov/31084222/
Read 14 tweets
8 Jun
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, #Tweetatrician, & #MedStudentTwitter Friends! Image
2/ This is our last specific topic in the #EffectiveQuestions series, and it is a favorite!

Today is about how to leverage the power of prediction to engage your trainees and enhance their learning. Image
3/ Today’s thread is based on Chapter 2 from #SmallTeaching.

I love this book by @LangOnCourse. It is right up there with #MakeItStick and #HowLearningWorks, IMHO.

Really digestible, and the information can be applied to your practice the following day. Image
Read 12 tweets
1 Jun
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, #Tweetatrician & #MedStudentTwitter Friends! Image
2/ Today we are touching on how to advance reasoning through inquiry. One of the best and most appropriate uses of questions in the clinical setting. Image
3/ Back when this series started, I asked y’all how you use questions in clinical teaching.

Two long-time friends of the @MedEdTwagTeam, @LiangRhea & @GIMaPreceptor left answers that perfectly set up this thread. Image
Read 12 tweets
25 May
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends! Image
2/ This week we continue talking about my favorite uses of questions in the clinical learning environment.

Last week was questions as a needs assessment. Go back and check that out if you missed it.

This week is questions for retrieval practice. Image
3/ Much of today’s thread is derived from a favorite book...Make It Stick: The Science of Successful Learning.

It is very approachable and has super useful content. Today, we will talk about retrieval practice, and briefly touch on spaced learning and interleaving. Image
Read 15 tweets
18 May
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends! Image
2/ This week we start talking about my favorite uses of questions in the clinical learning environment.

First up is, questions as a needs assessment. Image
3/ I was schooled in #MedEdScholarship by @posucsf, Dave Irby, and @bobrien_15 @UCSF.

Like most educators of #HPE, they framed curriculum development for me through the lens of “Kern’s Six Steps”. Image
Read 15 tweets
4 May
1/ Welcome back to #TweetorialTuesday with the #MedEdTwagTeam!

We are in our #EffectiveQuestions series.

Thanks for joining us, #MedTwitter, #MedEd, & #MedStudentTwitter Friends! Image
2/ Today is Week 2 out of 7 in this series.

Today, we will be covering some general rules about how to ask questions in the clinical learning environment. Image
3/ These are the 8 rules I personally follow. We will get into each one in this thread.

Here are some great papers for more background:
pubmed.ncbi.nlm.nih.gov/32297833/
pubmed.ncbi.nlm.nih.gov/33394663/
pubmed.ncbi.nlm.nih.gov/27541066/ Image
Read 13 tweets

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