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!
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.
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:
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.
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.