Questioning Technique in Medical Education: A Review Study

Abstract

Asking good questions and using questioning techniques in medical education can have a great impact on students' learning and academic progress. The importance and purpose of questioning in medical education are manifold, considering the nature of medical sciences. This review study was conducted to examine the evidence, experiences, recommendations, and challenges in the field of questioning and questioning techniques in medical education. By reviewing the available texts and articles in line with the purpose of the research, the findings in the field of questioning and questioning techniques in medical education were presented in the three main sections of question types, how to deal with students' wrong answers and the use of silence strategy. The effectiveness of the question is determined both through the content of the question and through the type of questioning. Therefore, questions that are appropriate to the student's level of understanding and have full clarity, if accompanied by a silencing strategy, are likely to be very effective in the learning process and create an active learning environment in which higher-order cognitive thinking takes place. Therefore, it is suggested that medical educators and lecturers have sufficient knowledge about questioning techniques because the more targeted and effective medical educators and lecturers can use questioning techniques, the more thoughtful and capable graduates are in the field of high-level thinking for there will be solutions to society's problems and future career challenges.