Questions are a central part of the practice, and teaching, of medicine. Through questioning, we diagnose patients, reflect upon our own practice, assess learners, and teach. This article provides an approach to questioning for the purposes of student assessment and teaching by considering the Dreyfus and Bloom frameworks. The authors offer practical ways to use questions to diagnose students' understanding, to teach, and to model life-long learning.
ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health