The evaluation of a peer-led question-writing task

Summary Background:  Novel studies have previously highlighted the educational benefits of peer‐led learning and peer marking of examinations. Limited data exist about the educational value of students writing their own exam questions and sharing these with other students. Aim:  To evaluate the pote...

Full description

Saved in:
Bibliographic Details
Published in:The clinical teacher 2013-06, Vol.10 (3), p.151-154
Main Authors: Nwosu, Amara, Mason, Stephen, Roberts, Anita, Hugel, Heino
Format: Article
Language:English
Subjects:
Adult
Biological and medical sciences
Curriculum
Education, Medical, Undergraduate - methods
Educational Measurement - methods
England
Evaluation Studies as Topic
Female
Humans
Male
Medical sciences
Palliative Care
Peer Group
Public health. Hygiene
Public health. Hygiene-occupational medicine
Surveys and Questionnaires
Teaching - methods
Teaching. Deontology. Ethics. Legislation
Writing
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Summary Background:  Novel studies have previously highlighted the educational benefits of peer‐led learning and peer marking of examinations. Limited data exist about the educational value of students writing their own exam questions and sharing these with other students. Aim:  To evaluate the potential for medical students to learn about palliative care through the process of writing examination questions. Methods:  Fourth‐year medical students on a palliative medicine rotation were invited to write a short‐answer exam question in a similar format to the official examination run by the medical school. The questions were checked for accuracy and applicability by the coordinator, and were then distributed to students. The answers to the student‐generated questions were discussed in a feedback forum at the end of the rotation. Results:  Twenty students took part in the exercise. All agreed the exercise was beneficial to their learning. Eighteen (90%) students did not feel the task was too much additional work. Eight (40%) students felt more confident in passing the official medical school exams. Students enjoyed the exercise, with 19 (95%) indicating that they were keen to repeat this in the future. Conclusion:  Peer‐led examination question writing could complement the delivery of palliative care teaching for medical students.
ISSN:1743-4971
1743-498X
DOI:10.1111/j.1743-498X.2012.00632.x