promoting higher order thinking and reasoning university of bc faculty of medicine department of...
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Promoting higher order thinking and reasoning
University of BC Faculty of Medicine Department of Family PracticePost Graduate Program
Good QuestionsDetermine students’ learning needs and
direct the teacher to an appropriate levelStimulate curiosity in the subjectClarify concepts and emphasize key
pointsStimulate and engage learnersGuide clinical reasoningEncourage reflection
Good QuestionsClearBrief (one question at a time)Single focusDivergent (allow more than one acceptable
answer and broad thinking)Open-ended (short answers are insufficient)
Levels of questioningYes/noFactual RecallApplication of knowledgeAnalysis of knowledgeSynthesis
Hierarchy of QuestionsHow would you manage this patientin this clinical situation?
How do these findings exclude otherDiagnoses?
What do these findings mean?
What causes this problem
Is this true?
Synthesis
Analysis
Application
Factual Recall
Yes/No
Patient with Headache
Give an example of a question regarding headaches at each level of the questioning hierarchy
Yes/no:Factual recall:Application of knowledge:Analysis:Synthesis:
Examples given were modified from those in “Medical Teaching in Ambulatory Care” second ed. By Warren Rubenstein and Yves Talbot, Springer Publishing 2003 page 26.
A patient presents for review of their diabetes. Question your resident
about the patient they have seen at each “level of questioning”
A little more practice:As a group challenge each other to
ask a higher level question for:Abdominal PainAsthmaChest painFatigueDepression
Adult LearnersWe learn more from what we “don’t know” than what we “do know”
Problem based learning is most effective.
The One Minute Preceptor• 1/Get a Commitment • 2/Probe for Supporting Evidence• 3/Reinforce What Was Done Well • 4/Give Guidance About Errors
and Omissions • 5/Teach a General Principle
SNAPPS*The Student:
Summarises the caseNarrows the differential diagnosisAnalyses the differential diagnosisProbes (asks the teacher about areas not
understood)Plans management; andSelects an issue for self directed learning
*Wolpaw TM et al. SNAPPS: a learner centred approach for outpatient education. Acad. Med 2003; 78:893-898.
ReadinessIs the learner at the appropriate level for the questions being asked?
Are there other issues involved which interfere with the residents performance?
Questioning a groupPose, pause and pounceSpread the questions aroundNo answer is “stupid”Allow silenceExpect the unexpected Be aware of different levels of learners
You’re with a 2nd year resident, a 4th year med student and a first year med student.
After seeing an older man with increasing shortness of breath and a long history of smoking,How would you question the group?Who would you ask firstGive an example of the questions you might
ask each learner.
An excellent answer:
I don’t know
RememberEffective questioning allows your residents to
mature in their clinical skills and understanding. Higher level questions require greater thought and reflection and move the resident closer to their goal of being an independent effective clinician.
Thank YouThis module was written as an aid to the
Preceptors in the Postgraduate Family Practice Program at the University of BC.Study credit is available to groups of
preceptors who complete the modulePlease give us your feedback on the module so
that we may improve it for others. Email you comments to Dr. Fraser Norrie, Faculty
Development, UBC Family Practice [email protected]