Really digestible, and the information can be applied to your practice the following day.
4/ Much of what @LangOnCourse describes is how to apply the science of learning to the classroom setting. However, it applies just as easily to the clinical setting.
My favorite idea from this book is: making a prediction about how something may evolve or result.
5/ We do this all the time when we ask learners to “put their nickel down.”
We are asking them to commit to a potential diagnosis, or plan of action, before they get feedback from either their patient, their supervisor, laboratory/imaging results, clinical data, etc.
6/ Generating a prediction does a few things to improve learning from an emotional & cognitive standpoint:
8/ Below are some examples of prediction questions. As you can see, a prediction can be made about a lot of things we do in clinical care. What other predictions do you like to make with your learners?
9/ After a prediction, & you find out if you were right or wrong, it is vitally important to reflect on the outcome of the prediction.
Were you right? Was it because you reasoned correctly?
If you were wrong, what about your current understanding led to an incorrect guess?
10/ The reflection/feedback should come as close to the prediction as possible. Wrong predictions are very effective at facilitating learning, as long as they are not allowed to hang around by going uncorrected.
11/ I hope you enjoyed this thread as much as I enjoy using this technique.
I find prediction to be a fun, low-stakes way to stimulate learners’ curiosity, and get them prepared to understand their patients’ clinical problems more deeply.
12/ This is the last topic week in the #EffectiveQuestions series. Next week will be a summary of what we have covered.
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.
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.