Abstract
Background
The type of question asked elicits a particular response. The purpose of this study
was to determine what types and levels of questions were asked in the operating room.
These insights are important for understanding how questions are used to advance learners.
Methods
12 laparoscopic cholecystectomy operations were observed and recorded at a single
institution. Intraoperative questions asked by faculty were transcribed for all cases.
Using revised Bloom's taxonomy, questions were classified into one of 5 levels: (1)
remembering, (2) understanding, (3) applying, (4) analyzing, (5) evaluating.
Results
141 questions were asked by faculty and ranged from 0 to 34 questions per case. Classification
of questions showed there were 43 remembering, 29 understanding, 47 applying, 13 analyzing, and 8 evaluating questions asked.
Conclusions
Questioning was predominately classified at lower-order and mid-level thinking skills
(120/141). Integrating intraoperative questions at higher-order levels has the potential
to guide trainees into progressively complex thinking and decision making.
Keywords
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Article info
Publication history
Published online: October 07, 2016
Accepted:
August 26,
2016
Received in revised form:
July 19,
2016
Received:
April 1,
2016
Identification
Copyright
© 2016 Elsevier Inc. All rights reserved.
