So

step one is to get a commitment.

When they tell you about the patient, ask them what they think is going on or what they want to do next before you immediately tell them what you're thinking.

And then step two is probe for supporting evidence.

This is where you really get down to the why.

You can ask them something like, what made you think that? For our patient, you could say something like, why do you think that this patient has vertigo? And then step three is to teach a general principle.

This is where you want to give that one brief pearl.

So what would you say to somebody who worries that, you know, part of the framework is to be questioning the learner and somebody might say, how do I prevent these probing questions from coming off as punitive? How can I make this feel collaborative? They might criticize it in