A participatory learning approach to biochemistry using student authored and evaluated multiple‐choice questions

A participatory learning approach, combined with both a traditional and a competitive assessment, was used to motivate students and promote a deep approach to learning biochemistry. Students were challenged to research, author, and explain their own multiple‐choice questions (MCQs). They were also r...

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Bibliographic Details
Published in:Biochemistry and molecular biology education 2011-09, Vol.39 (5), p.352-361
Main Authors: Bottomley, Steven, Denny, Paul
Format: Article
Language:English
Subjects:
Adult
Biochemistry
Biochemistry - education
Biomedicine
Cognition
deep approach to learning
Education, Medical, Undergraduate
Educational Measurement - methods
Female
gaming
Humans
Internet
Item Banks
Learning
Male
metacognition
Motivation
Multiple Choice Tests
multiple‐choice questions
participatory learning approach
peer evaluation
PeerWise
Plagiarism
Problem Sets
Program Effectiveness
Science Activities
Science Course Improvement Projects
Science Process Skills
Student Developed Materials
Students, Medical
Teaching - methods
Technology Uses in Education
Test Items
Thinking
Thinking Skills
User-Computer Interface
Young Adult
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Summary:A participatory learning approach, combined with both a traditional and a competitive assessment, was used to motivate students and promote a deep approach to learning biochemistry. Students were challenged to research, author, and explain their own multiple‐choice questions (MCQs). They were also required to answer, evaluate, and discuss MCQs written by their peers. The technology used to support this activity was PeerWise—a freely available, innovative web‐based system that supports students in the creation of an annotated question repository. In this case study, we describe students' contributions to, and perceptions of, the PeerWise system for a cohort of 107 second‐year biomedical science students from three degree streams studying a core biochemistry subject. Our study suggests that the students are eager participants and produce a large repository of relevant, good quality MCQs. In addition, they rate the PeerWise system highly and use higher order thinking skills while taking an active role in their learning. We also discuss potential issues and future work using PeerWise for biomedical students. Biochemistry and Molecular Biology Education Vol. 39, No. 5, pp. 352–361, 2011
ISSN:1470-8175
1539-3429
DOI:10.1002/bmb.20526