Asking a Great Question: A Librarian Teaches Questioning Skills to First-Year Medical Students.
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 (...
| Publicado en: | Medical Reference Services Quarterly Vol. 34; no. 4; pp. 418 - 428 |
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| Formato: | research Journal Article |
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Taylor & Francis Ltd
Oct-Dec2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=110525407&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 110525407 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02763869 4DM jtl: Medical Reference Services Quarterly issn: 02763869 maglogo: N pubinfo: dt: Oct-Dec2015 vid: 34 iid: 4 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 110525407 110525407 110525407 10.1080/02763869.2015.1052691 NLM26496396 110525407 ppf: 418 ppct: 10 formats: tig: atl: Asking a Great Question: A Librarian Teaches Questioning Skills to First-Year Medical Students. aug: au: Adams, Nancy E. affil: George T. Harrell Health Sciences Library, Penn State Hershey, Hershey, Pennsylvania, USA sug: subj: Librarians Students, Medical Problem-Based Learning Bloom's Taxonomy Utilization Teaching Methods Surveys Human ab: 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. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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