Professionalism in Questioning for Medical Teacher

Abstract

According to learning process, questioning with well-crafted question is a crucial teaching tool for medical education because these methods lead medical student targeting to learning outcomes in all modality of teaching class. Currently, active learning class plays a major role in medical school because learners have to participate to other learners or teacher, that helps them express or generate thinking ideas independently. Beside questioning and question occurring in the class helps teachers evaluating knowledge and comprehension, those questions should promote good thinking and challenge learners to think beyond what they know and understand. The good questions have to assess higher-ordered cognitive knowledge that reflects critical thinking of learners. Bloom’s taxonomy, a classification of levels of intellectual behavior, supports teachers to develop challenging questions and increasing complex thinking of medical students.