Using Questions To Teach Handout
Lynne Robins, PhD, Peggy Schlesinger, MD
Big Sky, Montana – March 21, 2015
Setting Expectations:
Asking questions is a good way to “diagnose” a learner’s needs so that you can tailor
your teaching effectively. But from the learner’s perspective being asked questions is
often anxiety provoking, especially if they believe they must provide all the right
answers. To reduce learner anxiety, you can:
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Explain that questioning will be a routine part of your time together because it
helps you to identify strengths as well as gaps in knowledge and/or ability to
apply knowledge.
Explain that you expect your learner to work with you to plan readings and
follow-up educational activities based on deficits and/or interests that become
apparent.
1. KNOWLEDGE QUESTIONS (Remembering)
Knowledge questions are used when you want the learner to recall data or information
(scientific, medical, patient information, skills). Learners who are just beginning to
develop clinical reasoning skills in a particular field may initially only be able to answer
recall questions. Although knowing the answers to these types of questions is often
critical, we should challenge them to analyze, synthesize and apply knowledge as well.
Verbs to use: define, describe, list, name
Example: Name the muscles of the rotator cuff.
2. COMPREHENSION QUESTIONS (Understanding)
Comprehension questions ask learners to demonstrate understanding.
Verbs to use: explain, estimate, give an example, summarize
Example: How does the rotator cuff help you to raise your arm?
3. APPLICATION QUESTIONS (Applying)
Application questions ask the learner to apply what they know (information or
understanding) to a specific patient. You can ask them to apply their knowledge, skills, or
attitudes to the management plan, diagnosis, procedure, etc. of a particular patient.
Application questions can be recall-application or analysis/synthesis-application
questions.
Verbs to use: compute, demonstrate, operate, prepare, solve, use
Example: Why does throwing a curve ball cause rotator cuff injury?
L. Robins
Using Q’s to Teach
Big Sky, MT 3.21.2015
1
4. ANALYSIS/SYNTHESIS QUESTIONS (Analyzing)
Analysis and synthesis questions require the learner to demonstrate understanding of a
topic versus being able to simply present a list of facts. The learner is able create a
context into which the individual pieces of data fit. They must apply deductive reasoning
and logic to answer these questions.
Verbs to use: compose, create, design, develop, plan, compare, contrast
Example: How does the throwing motion stress each component, in turn, of the rotator
cuff?
5. EVALUATION QUESTIONS (Evaluating)
These questions ask the learner to judge the value of material and methods for a given
purpose.
Verbs to use: appraise, critique, justify, support
Example: Evaluate <a specific program> to strengthen the rotator cuff.
ADDITIONAL QUESTION TYPES
Self-Assessment Questions
Self-assessment questions require learners to assess themselves at every level: their basic
knowledge, their ability to synthesize data (for diagnosis or plan), their ability to apply
knowledge, their technical skills and their attitudes. These can be used to promote and
plan independent learning.
Example:
Do you think you have enough experience to deal with this patient?
Do you think you understand the pathophysiologic mechanisms of diabetic ketoacidosis?
How would you handle this same scenario if presented with it again?
Reflections on the End of Day or End of Rounds
These questions are useful as a means of prompting reflection at the end of an
educational activity or at the end of an entire workday. Use them to promote and plan
independent learning. Consider role modeling the practice of reflection and self-directed
learning by sharing what you learned, what questions might have been generated for you,
and how you intend to answer them.
Examples:
Based on the patients you saw today, what questions do you have?
What did you learn today?
What surprised, troubled, or inspired you today?
What would you like to learn more about?
L. Robins
Using Q’s to Teach
Big Sky, MT 3.21.2015
2
Key points about using questions to teach:
1.
2.
3.
4.
5.
6.
It helps to plan questions ahead of time.
Questions can be used to explore what learners know and how they think.
Adapt questions to a learner’s needs and level.
Remember to wait for the answers to your questions. Try 5 seconds.
Avoid the “guess what I’m thinking game”.
Encourage learner-to-learner interaction when possible. What do you think about
X’s idea?
7. Questions are a great way to promote self-directed learning.
8. Encourage learners to question you.
9. Don’t overuse any one technique, including questioning.
This section on using questions to teach was adapted from the Stanford Faculty
Development Program, Leland Stanford University, 1998.
See also: Alguire, P.C., DeWitt, DE., Pinsky, LE, Ferenchhick, GS. Teaching in Your
Office: A Guide to Instructing Medical Students and Residents. Philadelphia: American
College of Physicians, 2001.
L. Robins
Using Q’s to Teach
Big Sky, MT 3.21.2015
3
Practice (Use this topic or choose one more relevant to your practice)
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A patient comes into the clinic with chronic low back pain & requests opioids.
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Explore your learner’s cognitive knowledge about the use of chronic low back
pain & opioids using each of the question types discussed: knowledge,
comprehension, application, analysis/synthesis, evaluation
Knowledge:
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Comprehension:
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Application:
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Analysis/Synthesis:
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Evaluation:
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L. Robins
Using Q’s to Teach
Big Sky, MT 3.21.2015
4