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Assessing “How to Ask Questions” – Response to: Is Asking Questions on Rounds a Teachable Skill? [Letter]

Authors Han SM, Parkes P, Wang S

Received 30 December 2020

Accepted for publication 8 January 2021

Published 22 January 2021 Volume 2021:12 Pages 93—94

DOI https://doi.org/10.2147/AMEP.S299732

Checked for plagiarism Yes

Editor who approved publication: Dr Md Anwarul Azim Majumder


Seung Min Han, Pylin Parkes, Susannah Wang

Faculty of Medicine, Imperial College London, London, UK

Correspondence: Seung Min Han
Faculty of Medicine, Imperial College London, London, UK
Email smh316@ic.ac.uk


We read with interest Shields’s article 1 that evaluated the impact of teaching attendings how to ask their colleagues questions during bedside rounds. The authors stated that this had the potential to increase the engagement of multidisciplinary team members and learning opportunities. These are qualities that can be lacking in rounds, as shown in research and our personal experiences. 2 However, we would like to discuss how overly broad aims made it unclear who would benefit from the intervention and how they would benefit, thus reducing the study’s clinical relevance.
 
View the original paper by Shields and colleagues
A Response to Letter has been published for this article.
 

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