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Using Questions to Develop Critical Thinking (Unit 2)
This episode explains how different types of questions and low-stakes quizzes can improve learning during clinical orientation. It covers the testing effect and recommends unit-based, low-stakes retrieval practice to standardize learning and reduce preceptor burden.
It reviews Socratic questioning, open vs closed questions, and the risks of "hot seat" questioning—emphasizing psychological safety and knowing when to ask versus when to tell. Socratic methods build metacognition only when learners have enough baseline knowledge.
Key takeaways: use low-stakes quizzes, combine closed and open questions to assess knowledge and reasoning, avoid high-stress questioning, and be transparent about why you ask questions. The next session introduces the one-minute preceptor model.
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By ebasseddThis episode explains how different types of questions and low-stakes quizzes can improve learning during clinical orientation. It covers the testing effect and recommends unit-based, low-stakes retrieval practice to standardize learning and reduce preceptor burden.
It reviews Socratic questioning, open vs closed questions, and the risks of "hot seat" questioning—emphasizing psychological safety and knowing when to ask versus when to tell. Socratic methods build metacognition only when learners have enough baseline knowledge.
Key takeaways: use low-stakes quizzes, combine closed and open questions to assess knowledge and reasoning, avoid high-stress questioning, and be transparent about why you ask questions. The next session introduces the one-minute preceptor model.