session: t247 to pimp or not to pimp: today’s socratic...

Session: T247 To Pimp or Not to Pimp: Today’s Socratic Method

Antoinette Polito, MHS, PA-C Oregon Health & Science University

Socrates

I cannot teach anybody anything

I can only make them think

Today’s Socratic Method

• Who was Socrates? • What is his method? • The Socratic Method

in medicine

• Socrates was not a pimp

• Method becomes madness

• Pimping in medicine

• Socrates & the Millennials

• The tender generation • What exactly has

changed?

• Our students • We still need Socrates • Kinder & gentler

pimping?

• Saving the Socratic

Socratic Method

• Who was Socrates?

• What is his Method?

• The Socratic Method in Medicine

Socrates Was Not a Pimp

• The Method Becomes Madness

• Pimping in Medicine

Socrates & the Millennials

• The Tender Generation

• What Exactly has Changed?

Our Students

• We Still Need Socrates

• Kinder & Gentler Pimping?

I know you won’t believe me, but the highest form of

human excellence is to question oneself and others

--Socrates

Saving the Socratic Method

• Teaching critical thinking

• Assessing learner development

• Empowering student decision-making

• Strengthening self-reflection

Summary• In both didactic and clinical PA education the

technique of asking an individual student a direct question in the presence of his or her peers is a valuable teaching tool

• Too often today’s students appear uncomfortable or defensive when questioned in front of others

• While “pimping” has at times been arguably abusive, we need not discontinue a valid teaching and learning technique because it has been misconstrued in the past

• It is simply time for a kinder and gentler Socratic engagement with students

• Preserving the benefit of the method while encouraging its evolution allows us to continue to utilize a powerful tool for teaching critical thinking to providers in training

References• Anderson, J. PA Quandaries: Can “pimping” kill? The potential effect

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a broken egg. Educational Philosophy and Theory. 2012;44(7):710-720. • Bourke, B, Mechler, HS. A New Me Generation? The Increasing Self-

Interest among Millennial College Students. J College and Character. 2010; 11(2):1-9.

• Brancati, FL. The Art of Pimping. JAMA. 1989; 262(1):89-90. • Brezis M, Cohen R. Commentary: Interactive learning in medicine:

Socrates in electronic clothes. Q J Med. 2004; 97(1):47–51. • Carvalho-Grevious, M. Breaking the Cycle of Shame: Socratic Teaching

Methods to Enhance Critical Thinking. J Baccalaureate Social Work. 2013;18:77-94.

• Crone, I, MacKAy, K. Motivating Today’s College Students. Peer Review. 2007;9(1)18-21.

References• DeCherney, AH. There is no pimping at Harvard. Fertil Steril.

2011;95(7):2180-2181. • Detsky, AS. The Art of Pimping. JAMA. 2009;301(13):1379-1381. • Garlikov, R. The Socratic Method: Teaching by Asking Instead of Telling.

2011. http://www.garlikov.com/Soc_Meth.html (Accessed 09/18/2015) • Grahame-Smith, D. Evidence based Medicine: Socratic Dissent. BMJ.

1995;310(6987):1126-1127. • Haizlip J, May N, Schorling J, Williams A, Plews-Ogen M. Perspective:

The Negativity Bias, Medical Education, and the Culture of Academic Medicine: Why Culture Change Is Hard. Acad Med. 2012;87(9):1205–1209.

• Hawkins-Leon, CG. The Socratic Method-Problem Method Dichotomy: The Debate Over Teaching Method Continues. BYU Educ. & L. 1998:1-18.

• Hurst JW. The Overlecturing and Underteaching of Clinical Medicine. Arch Intern Med. 2004;164(15):1605-1608.

http://www.garlikov.com/Soc_Meth.html



References• Kost A, Chen FM. Socrates Was Not a Pimp: Changing the Paradigm

of Questioning in Medical Education. Acad Med. 2015;90(1):20-24. • Lukianoff, G, & Haidt, J. The Coddling of the American Mind.

Atlantic. 2015;316(2):1-25. • Moberg, E. Socrates Lives: Dialogue as a Means of Teaching and

Learning. Walden University Dissertation. 2008. • Oh, RC. The Socratic Method in Medicine—The Labor of Delivering

Medical Truths. Fam Med. 2005;37(8):537-539. • Parga, MXF. Study of the Socratic Method During Cognitive

Restructuring. Clin Psychol Psychother. 2010;18(2):1-15. • Pekarsky, D. Socratic Teaching: A critical assessment. J Moral Ed.

1994;23(2):119-134. • Reich,R. Confusion about the Socratic Method: Socratic Paradoxes

and Contemporary Invocations of Socrates. Philosophy of Education. 1998;68-78.

References• Roberts, DH, Newman, LR, & Schwartzman, RM. Twelve tips for

facilitating Millennials’ learning. Med Teach. 2012;34(4):1-5. • Roehling, PV, Vander Kooi, TL, Dykema, S, Quisenberry, B, &

Vandlen, C. Engaging the Millennial Generation in Class Discussions. College Teaching. 2011;59(1):1-6.

• Rondinelli, RD. A Baby Boomer’s Response. PM&R. 2013;5(7):606-608.

• Runyowa, S. Microaggressions Matter. The Atlantic. 2015;316(2): 1-7.

• Stasio, JR. Rethinking Assessment: Understanding How the Millennial Generation Learns in the College Classroom. Merrimack College Paper. 58-82.

• Taylor, B, Kroth, M. A single conversation with a wise man is better than ten years of study: A model for testing methodologies for pedagogy or andragogy. J Scholarship Teaching Learning. 2009;9(2):42-56.

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