Analysis of questioning technique during classes in medical education

Cho, Young Hye; Lee, Sang Yeoup; Jeong, Dong Wook; Im, Sun Ju; Choi, Eun Jung; Lee, Sun Hee; Baek, Sun‐Yong; Kim, Yun Jin; Lee, Jeong Gyu; Yi, Yu Hyeon; Bae, Mi Jin; Yune, Sojung

doi:10.1186/1472-6920-12-39

Cited by 13 publications

(9 citation statements)

References 13 publications

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“… 17 Some studies have clearly shown that what we think we are doing is far from what is really happening, due to a wrong perception of reality. 18 , 19 Awareness of a perception– reality gap in medical care is important when providing continuing medical education and may significantly alter behavior in beneficial ways for patient care. 20 The perceived period of preoperative fasting among patients undergoing surgery is hardly known.…”

Section: Discussionmentioning

confidence: 99%

Actual preoperative fasting time in Brazilian hospitals: the BIGFAST multicenter study

Aguilar-Nascimento¹,

Conde²,

Dock-Nascimento³

et al. 2014

TCRM

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BackgroundProlonged fasting increases organic response to trauma. This multicenter study investigated the gap between the prescribed and the actual preoperative fasting times in Brazilian hospitals and factors associated with this gap.MethodsPatients (18–90-years-old) who underwent elective operations between August 2011 and September 2012 were included in the study. The actual and prescribed times for fasting were collected and correlated with sex, age, surgical disease (malignancies or benign disease), operation type, American Society of Anesthesiologists score, type of hospital (public or private), and nutritional status.ResultsA total of 3,715 patients (58.1% females) with a median age of 49 (18–94) years from 16 Brazilian hospitals entered the study. The median (range) preoperative fasting time was 12 (2–216) hours, and fasting time was longer (P<0.001) in hospitals using a traditional fasting protocol (13 [6–216] hours) than in others that had adopted new guidelines (8 [2–48] hours). Almost 80% (n=2,962) of the patients were operated on after 8 or more hours of fasting and 46.2% (n=1,718) after more than 12 hours. Prolonged fasting was not associated with physical score, age, sex, type of surgery, or type of hospital. Patients operated on due to a benign disease had an extended duration of preoperative fasting.ConclusionActual preoperative fasting time is significantly longer than prescribed fasting time in Brazilian hospitals. Most of these hospitals still adopt traditional rather than modern fasting guidelines. All patients are at risk of long periods of fasting, especially those in hospitals that follow traditional practices.

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Section: Discussionmentioning

confidence: 99%

Actual preoperative fasting time in Brazilian hospitals: the BIGFAST multicenter study

Aguilar-Nascimento¹,

Conde²,

Dock-Nascimento³

et al. 2014

TCRM

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“…If, for example, a question is posed and an instructor calls on the first person who raises their hand to answer, many students in the class will not have had time to generate a response, functionally rendering the questioning more of a "study" event than a "test" event. Thus, one simple but powerful suggestion for implementing whole-class questioning as opportunities to generate a testing effect include waiting a sufficient amount of time for a response (at least 3 to 5 seconds 29,30 ) to increase the chance that other students will have time to practice retrieval. Of course, even with extended wait time, not all students will engage in retrieval when a question is posed to a large class.…”

Section: Implementing Tests As Learning Toolsmentioning

confidence: 99%

Using Testing as a Learning Tool

Yang

Razo

Persky

2019

American Journal of Pharmaceutical Education

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Objective. The purpose of this review is to discuss some principles from cognitive psychology regarding the benefits of testing and translate those findings into practical applications for instruction and studying. Findings. Testing or retrieval practice is superior to re-study for promoting long-term retention. The benefits of testing can be see with open-ended responses (eg, cued or free recall) and multiple choice questions. The use of multiple-choice questions during testing may have an additional benefit as it may stabilize information that is stored in memory but temporarily inaccessible due to disuse (eg, marginal knowledge). Summary. Testing can have multiple learning benefits. We emphasize that incorporating opportunities for retrieval after teaching is an essential component of lasting learning. In addition, retrieval practice can be incorporated in all aspects of instruction.

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“…Even though the utility of questioning in enhancing learning has been well documented, the time allotted for questioning in teaching and learning sessions is often negligible. 9,15 In the present study, specific questions were deliberately incorporated into the instructional design of histology lecture classes and considerable time devoted to them during the sessions to enhance learner engagement. Another common pitfall is the over-utilization of questions that require only factual recall to answer them.…”

Section: Discussionmentioning

confidence: 99%

Medical Students Perception to Different Types of Reasoning Questions in Histology Lectures

Narayanan¹,

Shankar²,

Ananthy³

2021

JMS

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Introduction: An effective questioning strategy can promote learner engagement during histology lectures for undergraduate medical students. The objective of the current study was to assess student perceptions about structurebased and function-based reasoning questions during histology lectures among first-year medical undergraduates.Methods: This was a cross-sectional analytical study conducted among 150 students. Reasoning questions were formulated for seven general histology lectures. The students were exposed to two or three structure-based and function-based reasoning questions during the lecture. The students were given around two minutes to discuss the answers prior to discussion by the teacher. The questions were revisited at the end of the sessions to reinforce the underlying concepts. The students completed an anonymous perception questionnaire that consisted of 10 items and two open-ended questions on the merits and limitations of the intervention. The Wilcoxon signed-rank test and the Mann-Whitney U test were used to estimate group differences. Results: The perceptions of students about both structure and function-based reasoning questions were positive. The perceptions about three items were significantly higher for the function-based reasoning questions. Significant gender differences in the perceptions about both types of questions were also noted for three items. Merits of the question-based lectures included a better understanding and increased interest levels. Inadequate coverage of the topic during lectures was a perceived demerit. Conclusions: Both structure-based and function-based reasoning questions incorporated in histology classes improved learner engagement. Further research could focus on the change in learning outcomes associated with the reasoning approach described in the present study.

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Analysis of questioning technique during classes in medical education

Cited by 13 publications

References 13 publications

Actual preoperative fasting time in Brazilian hospitals: the BIGFAST multicenter study

Actual preoperative fasting time in Brazilian hospitals: the BIGFAST multicenter study

Using Testing as a Learning Tool

Medical Students Perception to Different Types of Reasoning Questions in Histology Lectures

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