Question-asking is one of the simplest and most effective tools educators have to monitor learner understanding and to provoke critical thinking and problem-solving. To ask questions effectively, educators need to consider what type of knowledge — facts, comprehension, synthesis, analysis or evaluation — they want the learner to demonstrate and ask questions that will elicit the desired type of knowledge. In this workshop, we will discuss how to use Bloom’s Taxonomy of learner levels to create effective questions in clinical teaching settings and practice these skills using scenarios. Setting a positive learning environment is key to effective question asking. We will identify how ineffective questioning practices can harm the learning environment and detract from learning.

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