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The use of questioning strategies by clinical teachers
Author(s) -
Sellappah Sue,
Hussey Tony,
McMurray Anne
Publication year - 1998
Publication title -
journal of advanced nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.948
H-Index - 155
eISSN - 1365-2648
pISSN - 0309-2402
DOI - 10.1046/j.1365-2648.1998.00776.x
Subject(s) - psychology , socratic questioning , variation (astronomy) , medical education , critical thinking , clinical practice , mathematics education , medicine , nursing , epistemology , philosophy , physics , astrophysics , socratic method
By using questioning and other appropriate teaching strategies, clinical teachers can facilitate the development of critical thinking, decision making and problem solving in students. This study examined clinical teachers’ use of questioning and the variations in their use of questioning as a teaching strategy. Although there was a variation in the number of questions asked, predominantly low level questions were asked by 26 clinical teachers at two post‐clinical conferences. Based on the findings of this study, it is recommended that clinical teachers are taught how to ask questions, particularly high level questions.