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- W2183127840 abstract "Many faculty and clinical instructors in medicine profess to use the “socratic method” as an approach to teaching. From the basic sciences to the clinical years, medical students can and should expect to be questioned “socratically.” The socratic method, in its pure form, births a new level of understanding in learners. In a clinical context, it uses questions to draw out a learner’s knowledge—bridging the gap between textbooks and clinical care [1]. What, then, does the term “pimping” refer to? Is it synonymous with socratic instruction? Those who have experienced an emotionally charged “pimping” session in which a professor peppered the group with difficult questions may have been scarred by the event. But is there a legitimate role in medical education for the fear and stress pimping inspires? The Socratic Method versus Pimping Socratic instruction. When teachers ask questions using the socratic method, the “answer” and the “goal” of instruction should be known. Questions and follow-up questions lead the learner to solve the problem him- or herself—often applying baseline knowledge to a clinical scenario. Instruction then, should focus on diagnosing the learner’s knowledge level and teaching to it. The method is used most effectively one-on-one, where potential humiliation and embarrassment are minimized. The ultimate goal of socratic instruction is to help the learner develop new conceptual relationships or reaffirm a baseline level of knowledge, leaving the students more engaged in self-directed learning, which is rewarding to their instructors. “Pimping.” Pimping is poorly defined in the medical literature, but can be loosely understood as a form of questioning of junior colleagues by a person in power that affirms the hierarchal order in medicine [2, 3]. Pimping starts with the lowest on the totem pole and moves up the chain—medical students, interns, residents, and then chief residents are all questioned. On the surface, pimping appears similar to the socratic method, and the two terms are sometimes used interchangeably. However, there are clear differences in the means and goals of the two approaches. In its worst form, pimping uses the power of status to embarrass and humiliate the learner in a group environment [3]. At its foundation, the goal of pimping is evaluative. Who knows the answer? Who doesn’t? But answering questions becomes a competition among peers, and, to the student, learning may appear secondary to the social dynamic invoked through the" @default.
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- W2183127840 date "2014-01-01" @default.
- W2183127840 modified "2023-09-27" @default.
- W2183127840 title "MEDICAL EDUCATION The Socratic Method and Pimping: Optimizing the Use of Stress and Fear in Instruction" @default.
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