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Strategic Questioning in Emergency Medicine Training
dc.contributor.authorTozer, Jordan
dc.contributor.authorLayng, Timothy
dc.contributor.authorWolff, Margaret
dc.contributor.authorSanten, Sally A.
dc.date.accessioned2018-11-20T15:36:11Z
dc.date.available2019-12-02T14:55:10Zen
dc.date.issued2018-10
dc.identifier.citationTozer, Jordan; Layng, Timothy; Wolff, Margaret; Santen, Sally A. (2018). "Strategic Questioning in Emergency Medicine Training." AEM Education and Training 2(4): 336-338.
dc.identifier.issn2472-5390
dc.identifier.issn2472-5390
dc.identifier.urihttps://hdl.handle.net/2027.42/146499
dc.description.abstractStrategic questioning is a technique that can enhance the unique learning environment of emergency medicine (EM) training. By incorporating this into the routine expert–learner encounters of daily practice, it can be used to engage learners, explore their knowledge base, probe for gaps, encourage development, and grow critical thinking skills. We propose that this become routinely used in EM training as a tool to strengthen residency education.
dc.publisherWiley Periodicals, Inc.
dc.publisherD. McKay Co., Inc
dc.titleStrategic Questioning in Emergency Medicine Training
dc.typeArticleen_US
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelEmergency Medicine
dc.subject.hlbtoplevelHealth Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttps://deepblue.lib.umich.edu/bitstream/2027.42/146499/1/aet210126.pdf
dc.description.bitstreamurlhttps://deepblue.lib.umich.edu/bitstream/2027.42/146499/2/aet210126_am.pdf
dc.identifier.doi10.1002/aet2.10126
dc.identifier.sourceAEM Education and Training
dc.identifier.citedreferenceMarzano RJ, Kendall JS. The New Taxonomy of Educational Objectives. Thousand Oaks, CA: Corwin Press, 2007.
dc.identifier.citedreferenceMagas C, Dedhia P, Barrett M, Gauger P, Gruppen L, Sandhu G. Strategic questioning in surgical education. Clin Teach 2017; 14: 134 – 6.
dc.identifier.citedreferenceKost A, Chen FM. Socrates was not a pimp: changing the paradigm of questioning in medical education. Acad Med 2015; 90: 20 – 4.
dc.identifier.citedreferenceBeckman TJ, Lee MC. Proposal for a collaborative approach to clinical teaching. Mayo Clin Proc 2009; 84: 339 – 44.
dc.identifier.citedreferenceTofade T, Elsner J, Haines ST. Best practice strategies for effective use of questions as a teaching tool. Am J Pharm Educ 2013; 77: 155.
dc.identifier.citedreferenceBloom BS. Taxonomy of Educational Objectives; The Classification of Educational Goals. New York: D. McKay Co., Inc, 1974.
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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