Asking a Great Question: A Librarian Teaches Questioning Skills to First-Year Medical Students

Research output: Contribution to journalArticle

Abstract

In a single one-hour session, first-year medical students were taught a framework for differentiating between lower-order questions that lead to knowledge of facts and higher-order questions that lead to integration of concepts and deeper learning, thereby preparing them for problem-based learning (PBL). Students generated lists of questions in response to an assertion prompt and categorized them according to Bloom's Taxonomy. These data were analyzed in addition to data from the course exam, which asked them to formulate a higher-level question in response to a prompt. Categorizing questions according to Bloom's Taxonomy was a more difficult task for students than was formulating higher-order questions. Students reported that the skills that they learned were used in subsequent PBL sessions to formulate higher-order learning objectives that integrated new and previously-learned concepts.

Original languageEnglish (US)
Pages (from-to)418-427
Number of pages10
JournalMedical Reference Services Quarterly
Volume34
Issue number4
DOIs
StatePublished - Oct 2 2015

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Librarians
first-year student
Medical Students
medical student
librarian
Problem-Based Learning
Students
taxonomy
Learning
learning
student
learning objective

All Science Journal Classification (ASJC) codes

  • Health Informatics
  • Library and Information Sciences

Cite this

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title = "Asking a Great Question: A Librarian Teaches Questioning Skills to First-Year Medical Students",
abstract = "In a single one-hour session, first-year medical students were taught a framework for differentiating between lower-order questions that lead to knowledge of facts and higher-order questions that lead to integration of concepts and deeper learning, thereby preparing them for problem-based learning (PBL). Students generated lists of questions in response to an assertion prompt and categorized them according to Bloom's Taxonomy. These data were analyzed in addition to data from the course exam, which asked them to formulate a higher-level question in response to a prompt. Categorizing questions according to Bloom's Taxonomy was a more difficult task for students than was formulating higher-order questions. Students reported that the skills that they learned were used in subsequent PBL sessions to formulate higher-order learning objectives that integrated new and previously-learned concepts.",
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Asking a Great Question : A Librarian Teaches Questioning Skills to First-Year Medical Students. / Adams, Nancy.

In: Medical Reference Services Quarterly, Vol. 34, No. 4, 02.10.2015, p. 418-427.

Research output: Contribution to journalArticle

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