J.J. Abou-Hanna was a fourth-year student, University of Michigan Medical School, Ann Arbor, Michigan, at the time of this work. He is currently a first-year resident, Department of Ophthalmology and Visual Sciences, University of Wisconsin-Madison, Madison, Wisconsin.
S.T. Owens is associate professor, Department of Pediatrics, Division of Pediatric Cardiology, University of Michigan Medical School, C.S. Mott Children's Hospital, Ann Arbor, Michigan.
Acad Med. 2021 Jan 1;96(1):113-117. doi: 10.1097/ACM.0000000000003580.
Teaching by way of asking questions is a time-honored practice that has taken on the negative connotation of "pimping" among medical students and has made some faculty hesitant to ask students questions during clerkship rotations. Yet, quantitative studies exploring student perspectives on this practice are limited. This study aimed to solicit student and faculty views and investigate faculty perceptions of students' preferences.
Students who completed their internal medicine clerkship during the 2017-2018 academic year (n = 165) and were from the 2020 graduating class and their supervising faculty (n = 144) at the University of Michigan Medical School were asked to complete a Likert response survey in April 2019. The survey solicited perspectives on questions probing medical knowledge posed to students by faculty. Surveys were constructed using an iterative process, and data were analyzed using t tests and linear regressions.
A total of 140 (85%) students and 112 (78%) faculty participated. Of those, 125 (89%) students and 109 (97%) faculty agreed that probing questions are valuable for student education, but only 73 (65%) faculty perceived that students agreed with this statement (P < .001). In addition, 115 (82%) students preferred to be asked too many questions than none at all. Fifty-five (39%) students agreed that they feel humiliated when they answer a question incorrectly. However, only 7 (5%) students agreed that faculty ask questions to humiliate them, and only 20 (14%) preferred that faculty stop asking questions if they answer a question incorrectly.
Students valued probing questions more than faculty perceived, which argues against a withdrawal from the Socratic teaching method in the clinical arena. The students' experience of humiliation when answering incorrectly requires further study and perhaps can be tempered by more explicit framing of the role of the questioning process.
提问式教学是一种历史悠久的教学方法，但在医学生中却带有负面含义，被称为“拉皮条”，这使得一些教师在实习轮转期间不愿向学生提问。然而，关于这种教学方法的学生观点的定量研究是有限的。本研究旨在征求学生和教师的意见，并调查教师对学生偏好的看法。
2017-2018 学年完成内科实习的密歇根大学医学院 2020 届学生（n=165）及其导师（n=144）被要求在 2019 年 4 月完成一份李克特反应式调查问卷。该调查问卷征求了学生对教师向学生提出的探查医学知识的问题的看法。调查问卷是通过迭代过程构建的，使用 t 检验和线性回归进行数据分析。
共有 140 名（85%）学生和 112 名（78%）教师参与了调查。其中，125 名（89%）学生和 109 名（97%）教师认为探查问题对学生教育有价值，但只有 73 名（65%）教师认为学生也同意这一观点（P<0.001）。此外，115 名（82%）学生更希望被问到很多问题，而不是一个问题都不问。55 名（39%）学生同意他们答错问题时会感到羞辱。然而，只有 7 名（5%）学生同意教师提问是为了羞辱他们，只有 20 名（14%）学生希望如果他们答错问题，教师停止提问。
学生对探查问题的重视程度超过了教师的认知，这表明在临床领域不应放弃苏格拉底式教学法。学生在答错问题时感到羞辱，这需要进一步研究，也许可以通过更明确地说明提问过程的作用来缓解。
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