The Right Question Institute’s work spans the fields of education, health care, family engagement, and democracy. To support our initiatives in these areas, we publish books, articles, blog posts, research, and make media appearances.
Make Just One Change: Teach Students to Ask Their Own Questions
Rothstein, D., & Santana, L. (2011). Make just one change: Teach students to ask their own questions. Cambridge, MA: Harvard Education Press. (Foreword by Wendy D. Puriefoy.)
Learning to Ask Questions: A Pathway to and Through College for Students in Low-Income Communities
Santana, L. (2015). Learning to ask questions. About Campus, 20, 26-29. Retrieved from http://onlinelibrary.wiley.com/doi/10.1002/abc.21203/abstract
Questions, Frameworks, and Classrooms
(Click to download)
Lee, J., Swan, K., Grant, SG., Rothstein, D., & Santana, L. (2015, September). Questions, frameworks, and classrooms. Retrieved from http://www.c3teachers.org/
A Pathway Out of Poverty for Students in Low-Income Communities: Learning to Ask Questions
Santana, L. (2015, May 21). A pathway out of poverty for students in low-income communities: Learning to ask questions. Voices in Education: The Blog of Harvard Education Publishing. Retrieved from http://hepg.org/blog/a-pathway-out-of-poverty-for-students-in-low-incom
The Right Questions
Rothstein, D., & Santana, L. (2014). The right questions. Educational Leadership, 72. Retrieved from http://www.ascd.org/publications/educational-leadership/oct14/vol72/num02/The-Right-Questions.aspx
Sharing the Power of the Question
Rothstein, D., & Santana, L. (2012). Sharing the power of the question. ASCD Express, 7 (13). Retrieved from http://www.ascd.org/ascd-express/vol7/713-rothstein.aspx
Setting Off and Sustaining Sparks of Curiosity and Creativity
Rothstein, D. (2012, January 13). Setting off and sustaining sparks of curiosity and creativity. Voices in Education: The Blog of Harvard Education Publishing. Retrieved from http://www.hepg.org/blog/69
Teaching Students to Ask Their Own Questions: One Small Change Can Yield Big Results
Rothstein, D., & Santana, L. (2011). Teaching students to ask their own questions: One small change can yield big results. Harvard Education Letter, 27. Retrieved from http://www.hepg.org/hel/article/507
Let’s Teach Students To Ask More And Better Questions With The QFT
Perkins, D. (interviewer), Rothstein, D. (interviewee). (2016, February 24). Let’s teach students to ask more and better questions with the QFT [Audio podcast]. Retrieved from http://www.teachthought.com/
Questioning for Learning
ASCD (interviewer), Rothstein, D. (interviewee). (2015, September). EL video: Questioning for learning. Retrieved from http://www.ascd.org/publications/educational-leadership/sept15/vol73/num01/EL-Video.aspx
Inquiry: Helping Students Ask and Answer Their Own Questions
Pica, R. (interviewer). Rothstein, D. (interviewee). (2015, August 4). Inquiry: Helping students ask and answer their own questions. Bam! Radio. Retrieved from http://www.bamradionetwork.com/student-centric-strategies/3176-inquiry-helping-students-ask-and-answer-their-own-questions
Question Asking as a Transformational Skill
Jacobs, L. (interviewer). Rothstein, D. (interviewee). (2015, August). Question asking as a transformational skill. Education Talk Radio Pre-K-20. Retrieved from http://www.blogtalkradio.com/edutalk/2015/07/31/question-asking-as-a-transformational-skill
The Necessity of Asking Questions
Head, A. (interviewer), Rothstein, D. (interviewee). (2015, April 21). Dan Rothstein: The necessity of asking questions. Project Information Literacy, Smart Talk Interview. Retrieved from http://projectinfolit.org/smart-talks/item/144-dan-rothstein-smart-talk
‘A Holy Curiosity’: We Can Vastly Improve Education by Teaching this One Skill
Rothstein, D. (2014, March 14). ‘A holy curiosity’: We can vastly improve education by teaching this one skill. WBUR: Boston’s NPR News Station. Retrieved from http://cognoscenti.wbur.org/2014/03/14/ask-the-question-dan-rothstein
Teaching Students to Ask the Right Question
Krasney, M. (interviewer), Rothstein, D., & Santana, L. (interviewees). (2012, October 17). Teaching students to ask the right question. KQED Radio. Retrieved from http://www.kqed.org/a/forum/R201210171000
Educators Want Students to Ask the Questions
Young, Robin (interviewer), Rothstein, D., & Santana, L. (interviewees). (2012, August 23). Educators want students to ask the questions. Here and Now. Podcast retrieved from http://hereandnow.wbur.org/2012/08/23/educators-students-ask
Are we Asking the Right Questions?
Neyfakh, L. (2012, May 20). Are we asking the right questions? The Boston Globe. Retrieved from https://www.bostonglobe.com/
Did Socrates Get it Wrong?
Rothstein, D. (2012, March 4). Did Socrates get it wrong? Talk presented at Tedx, Somerville, MA. Retrieved from http://rightquestion.org/blog/giving-tedx-talk/
Make Just One Change
Weber, Matt (interviewer), Rothstein, D., & Santana, L. (interviewees). (2011, November 2). Make just one change. Harvard EdCast. Podcast retrieved from http://www.gse.harvard.edu/news/11/11/harvard-edcast-make-just-one-change
Raviv, Dan (interviewer), & Rothstein, D. (interviewee). (2011, October). CBS News. Retrieved from http://rightquestion.org/publications/#media
Alegría, M., Polo, A., Gao, S., Santana, L., Rothstein, D., Jimenez,
A., Hunter, M.L., Mendieta, F., Oddo, V., Normand, S.L. (2008).
Evaluation of a patient activation and empowerment intervention in
mental health care. Med Care, 46(3), 247-56.
Read article summary:
- RQP-MH Coaching to Care Managers
- RQP-MH Trainings for Patients
- Treatment Adherence and Fidelity Checks
After adjusting for age, sex, race/ethnicity, and education, intervention subjects were over three times more likely to be retained in treatment than comparison patients. In terms of engagement, intervention patients were over four times more likely to be engaged in care than comparison patients. When assessing the intensity of visits for having at least one visit, intervention subjects were 28% more likely to be engaged in treatment than comparison patients.
M. (2009). Patient—provider communication: understanding the role
of patient activation for Latinos in mental health treatment. Health
Education & Behavior, 36(1), 138-54.
Read article summary:
The study results show that patient activation and patient empowerment are interdependent. By applying Finfgeld’s empowerment model, the authors found that patient activation – as realized through RQP-MH – included the four stages of empowerment (participating, choosing, supporting, and negotiating).
Many participants enthusiastically embraced the RQP-MH strategy, a strong example of how this skill-building strategy challenges stereotypical models of Latinos as passive and deferential to authority in health care contexts. The authors conclude that RQP-MH improves patient-provider communication, a key first step in addressing disparities in health care quality.
Responses from participants when asked what they learned from the RQP-MH strategy:
“Just more direct, processing what I want to get out of the visit before going, setting goals, having questions I want to ask when I’m there. Making better use of my time, having a plan”
“The survey [training] helped me a lot explaining myself and getting my point across to let him know how I feel instead of letting him tell me how I feel…”
“Now, if something happens to me, we decide together.”
Deen, D., Lu, W.H., Rothstein, D., Santana, L., Gold, M.R.(2011).
Asking questions: the effect of a brief intervention in community
health centers on patient activation. Patient Education and
Counseling, 84(2), 257-60.
Read article summary:
- Patient activation measure (PAM): assesses patients’ knowledge, skills, and confidence to manage their health care.
- Patient’s preference for control (PPC) scale: determines the degree to which patients wanted to be involved in their care
The PAI improved PAM scores regardless of their original PPC. One-third of the study participants moved from lower to higher levels of activation as determined by the PAM, with patients who began with lower levels of activation showing the greatest improvement. The PAI was determined to be efficient in its activation of low-income minority populations, priming them for more effective encounters with their physicians and establishing a precedent for patient activation initiatives in other community health center settings.
Lu, W.H., Deen, D., Rothstein, D., Santana, L., Gold, M.R. (2011).
Activating community health center patients in developing question-
formulation skills: a qualitative study. Health Education & Behavior,
Read article summary:
- Understanding decisions
- Choosing a focus for the health care visit
- Brainstorming questions
- Identifying closed-ended and open-ended questions
- Prioritizing questions
Overall, patients valued the PAI as a useful tool for engaging them in the physician-patient relationship. In addition, patients who received the PAI reported increased satisfaction with the healthcare that they received. The study also revealed several factors that influence the question-asking behavior of minority patients including patient attitudes, social factors, and patient’s self-efficacy in question formulation.
Quotes from participants:
I liked the fact that you pulled me to the side to reassure me that I was in charge as much as the doctor was or even more so.
The talk (PAI) gave me an extra push to ask what I need. I don’t feel nervous and intimidated.
I used to just be satisfied with a simple answer or whatever she (the physician) answered but this time I was able to get more information.
Preparing questions helped improve the visit.
Deen, D., Lu, W.H., Weintraub, M.R., Maranda, M.J., Elshafey, S., Gold, M.R. (2012).
The impact of different modalities for activating patients in a community health setting. Patient Education and Counseling, 89(1), 178-83.
Read article summary:
- Patients’ Level of Activation as measured by the Patient Activation Measure (PAM)
- Patients’ Decision-Making Confidence as measured by the Decision Self-Efficacy Scale (DSE).
According to the results, the DA alone changed DSE scores while the PAI and DA both changed PAM scores in the least activated patients. These findings show that the DA and PAI methods together are effective ways to increase level of activation and promote question-asking skills in patients who are least activated.