Questioning Techniques for Clinical Teaching Saint Louis University

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Questioning Techniques for Clinical Teaching Saint Louis University Reinert Center for Teaching Excellence Clinical

Questioning Techniques for Clinical Teaching Saint Louis University Reinert Center for Teaching Excellence Clinical Teaching Committee Darina Sargeant, Ph. D, PT (Presentation based on TIPS-University of Kentucky, originally funded by the Kellogg’s Foundation)

Questioning Techniques for Clinical Teaching OBJECTIVES Upon completion of this session and utilizing the

Questioning Techniques for Clinical Teaching OBJECTIVES Upon completion of this session and utilizing the information presented, the participant will be able to: 1. Choose the questioning techniques that are most appropriate for the setting, anticipated learner outcome and orientation of the preceptor. 2. Recall the purpose, benefits and limitations of questioning in the clinical environment. 3. Identify the procedures necessary for effectively planning, conducting and evaluating success of questioning techniques. 4. Apply these techniques to clinical setting.

Definitions Instructional set Opening minutes of the learning session Presentation Patient/pathology/interventions Closure Recap at

Definitions Instructional set Opening minutes of the learning session Presentation Patient/pathology/interventions Closure Recap at end of the learning session

Questioning-Purpose in Clinic • • Determine learner mastery Discover points of difficulty Provide for

Questioning-Purpose in Clinic • • Determine learner mastery Discover points of difficulty Provide for application of knowledge Stimulate learner thinking

Questioning-Instructional Set • • Gain attention Arouse interest Establish need for lesson Present problems

Questioning-Instructional Set • • Gain attention Arouse interest Establish need for lesson Present problems to be solved Determine attitudes and interests Evaluate student preparation Determine strengths and weaknesses

Questioning-Instructional Set • Your turn • Take a minute to write a question to

Questioning-Instructional Set • Your turn • Take a minute to write a question to be used in instructional set • Check yourself

Questioning-Presentation • • Stimulate learner thinking Develop points in the lesson Revive and/or increase

Questioning-Presentation • • Stimulate learner thinking Develop points in the lesson Revive and/or increase interest Bring non-participants into discussion

Questioning-Presentation • • • Sub-summarize major points of lesson Focus attention Encourage discussion

Questioning-Presentation • • • Sub-summarize major points of lesson Focus attention Encourage discussion

Questioning-Presentation • Your turn • Take a minute to write a question to be

Questioning-Presentation • Your turn • Take a minute to write a question to be used in presentation • Check yourself

Questioning-Closure • • • Check for understanding Locate areas where re-teaching necessary Help student

Questioning-Closure • • • Check for understanding Locate areas where re-teaching necessary Help student to see application

Questioning-Closure • Your turn • Take a minute to write a question to be

Questioning-Closure • Your turn • Take a minute to write a question to be used in closure • Check yourself

Dynamics of Questioning • • • Overhead question Direct question Skills/style • • •

Dynamics of Questioning • • • Overhead question Direct question Skills/style • • • phrasing and vocabulary wait time/APC delivery getting answers responding

Types of Questions • • Lead off Follow up/Clarify Check up Rhetorical Convergent/divergent Throwback

Types of Questions • • Lead off Follow up/Clarify Check up Rhetorical Convergent/divergent Throwback Probing

Probing Questions • • • Extension Clarification Justification Prompting Redirection

Probing Questions • • • Extension Clarification Justification Prompting Redirection

Types of Questions • Your turn • Take a minute to write one of

Types of Questions • Your turn • Take a minute to write one of the following types of question • • Lead off Follow up/Clarify Check up Rhetorical Convergent/divergent Throwback Probing Check yourself

Questioning Techniques for Clinical Teaching Final thoughts – Who should ask questions? – Why

Questioning Techniques for Clinical Teaching Final thoughts – Who should ask questions? – Why are questions useful in clinical teaching? – What are the various types of questions? – When are questions used? – Where should questions be used?

Questioning Techniques for Clinical Teaching OBJECTIVES Upon completion of this session and utilizing the

Questioning Techniques for Clinical Teaching OBJECTIVES Upon completion of this session and utilizing the information presented, the participant will be able to: 1. Choose the questioning techniques that are most appropriate for the setting, anticipated learner outcome and orientation of the preceptor. 2. Recall the purpose, benefits and limitations of questioning in the clinical environment. 3. Identify the procedures necessary for effectively planning, conducting and evaluating success of questioning techniques. 4. Apply these techniques to clinical setting.