The Seven Questions Every Student Has But Won’t Ask

Every student, at some point or another, has a question they will not ask. Sometimes the question is about the specific material you’re teaching, such as, “Why does blood pressure initially rise in CHF?” Other times the question is more about why you’re teaching certain material. Adult learners (even young adult learners) need a reason to want to learn more than a few facts and figures. Make sure you’re addressing their concerns, even if they aren’t asking them out loud.

Richard C. Borden, pioneer of public speaking and author of such books as Public Speaking as Listeners Like It!, was the first orator to think critically about not just what was being said but what listeners wanted to hear. Before that it was often assumed that listeners simply absorbed information, and speakers weren’t necessarily responsible for the experience of learning. Luckily for our students, we now know better.

1. What is this even about?

Sometimes students seem lost as soon as the lesson begins. The teacher may think they’re imparting information, but the students may not have the context to process it. Educators are struck with the “curse of knowledge”: When you teach, you may not even realize that the way you’re presenting information requires that students have background knowledge that you and your peers have, but learners do not. The “curse” is the difficulty educators have in remembering what it’s like to not yet know something. Start by establishing a common foundation of knowledge on the topic, even if it requires a brief review/refresher. Then engage students with knowledge checks. This may involve question-and-answer or a pop quiz, but it can just as easily be achieved by asking students to briefly explain key concepts in their own words.

2. Why bring that up?

For students of EMS it is important to understand the relevance of what they’re learning. Why do I need to know this? When will I use it? How will I apply it in the field? Educators must remain focused on students’ desired performance outcomes. How will this information or activity help them achieve their competencies? Do the students understand that? While it may be a cool fact that thyroid is named after the ancient Greek word for shield, some students will think it interesting, others will wonder why you’re wasting time, and some will copy it down as scripture. Make sure students know why you’re bringing up particular information, even if they don’t explicitly ask.

3. For example?

Clear and concrete examples and demonstrations are the hallmark of a great educator. Be specific. Don’t just tell them, show them and help them actually do it. For example, “Direct pressure is not just ‘touch-a-wound,’ it’s pressure [demonstrate firm pressure] that is direct [illustrate that this pressure is directly on the point of bleeding].”

4. Is this on the exam?

If it isn’t relevant enough to be on the exam, why are you talking about it? Sometimes you may choose to include information or activities in your lesson that are not directly addressed on the test. Maybe they provide important support for student performance on their exam and in the real world. Maybe it’s important information but not for this particular class. Know that students are not just wondering this because they want good grades. Adult learners want their time focused on priority information. A little nice-to-know detail can keep a class interesting, but information that isn’t ever going to be used is generally seen as a waste of time.

5. Why should I care?

Education must provide inspiration as much as information. Beyond “because it’s on the test,” EMS students should come away from class with an understanding of the difference they will be able to make. Tie the lesson to something that’s happened to you personally. When has knowing this topic saved a life, changed someone’s day or made you feel something (proud, scared, you name it)? Some students arrive motivated and caring. Others may not care initially, but a great educator will know their students are wondering why and will let them know the difference this lesson will help them make.

6. What am I supposed to do about it?

The educator must paint a clear path to action for the student. It is one thing for students to know how to perform a skill; it’s another for them to know when to perform a skill and, more than that, have the confidence to perform it both how and when it’s required. It’s not enough to say, “I told them how to do it and gave them the opportunity to practice.” It is true that responsibility lies ultimately with the student, but only after the educator has given them all the tools available.

7. Where do we go from here?

Students may understand what to do with the knowledge, skills and abilities you’ve helped them develop, but what else is there about this topic? Where should they go if they want to know more? How do they achieve higher levels of performance? Even if students aren’t considering this question, it’s your job to help them ask it and then find the answer. Poor is the student, and educator who taught them, who thinks they know everything about a subject because they made it to the end of the lesson.

Even though you may not hear them, know that students are asking these questions of themselves and each other. Your first step is to know they’re there. Your next step is to keep them in mind as you develop and deliver your lessons. Your final step is to make sure they’ve been answered. The next time you’d normally ask, “Do you have any questions?” instead ask, “So, why did we bring this up?”, “Why should you care?” or “Where do we go from here?”

Rommie L. Duckworth, LP, is a dedicated emergency responder and award-winning educator with more than 25 years working in career and volunteer fire departments, hospital healthcare systems, and public and private emergency medical services. He is currently a career fire captain and paramedic EMS coordinator. The founder and executive director of the New England Center for Rescue and Emergency Medicine, Rom is an emergency services advocate, author and frequent speaker at conferences around the world. Contact him via RescueDigest.com.