Abstract
INTRODUCTION: Critical thinking skills are crucial for health professionals, especially in clinical settings. However, most health professions educators engage learners with only lower-level concepts such as definitions, fact recall, or basic explanations. Employing strategic questioning methods that require learners to use higher-order thinking can help develop clinical reasoning skills. METHODS: The Questioning Aid for Rich, Real-time Discussion (QARRD) was created for health professions educators to purposefully implement concepts from Bloom's taxonomy and hierarchical questioning in clinical settings. The tool was introduced to faculty in a 1-hour, interprofessional workshop that described learning science and evidence-based questioning methods. Participants practiced QARRD questioning strategies and completed a pre/post case-based evaluation in which they developed discussion prompts for learners. RESULTS: Thirty-seven educators participated in two separate workshops. The majority (71%) of preworkshop prompts were lower-order thinking skills (remembering/understanding). After the workshop, the complexity of participants' discussion prompts increased significantly. Most postworkshop prompts (69%) reflected higher-level thinking skills (apply/analyze/evaluate/create). Many participants reported that, despite previously knowing about Bloom's taxonomy, they had not known how to implement this learning framework in clinical instruction until completing the QARRD training. DISCUSSION: The QARRD is a versatile, practical tool for health professions educators to practice promoting higher-level thinking in clinical settings. QARRD strategies allow educators to make small, purposeful adjustments to instructional methods that meaningfully engage learners to help facilitate clinical reasoning. This workshop can be delivered at other institutions and adapted as a virtual grand rounds to broadly enhance strategic questioning in clinical education.