BACKGROUND: The multiple-choice question (MCQ) is one of the most common methods for formative and summative assessment in medical school. Common challenges with this format include (1) creating vetted questions and (2) involving students in higher-order learning activities. Involving medical students in the creation of MCQs may ameliorate both of these challenges. What we did: We used a small group learning structure to develop a student-generated question bank. Students created their own MCQ based on self-study materials, and then reviewed each other's questions within small groups. Selected questions were reviewed with the class as a whole. All questions were later vetted by the instructor and incorporated into a question bank that students could access for formative learning. Post-session survey indicated that 91% of the students felt that the class-created MCQ question bank was a valuable resource, and 86% of students would be interested in collaborating with the class for creating practice questions in future sessions. CONCLUSIONS: Developing a student-generated question bank can improve the depth and interactivity of student learning, increase session enjoyment and provide a potential resource for student assessment.
BACKGROUND: The multiple-choice question (MCQ) is one of the most common methods for formative and summative assessment in medical school. Common challenges with this format include (1) creating vetted questions and (2) involving students in higher-order learning activities. Involving medical students in the creation of MCQs may ameliorate both of these challenges. What we did: We used a small group learning structure to develop a student-generated question bank. Students created their own MCQ based on self-study materials, and then reviewed each other's questions within small groups. Selected questions were reviewed with the class as a whole. All questions were later vetted by the instructor and incorporated into a question bank that students could access for formative learning. Post-session survey indicated that 91% of the students felt that the class-created MCQ question bank was a valuable resource, and 86% of students would be interested in collaborating with the class for creating practice questions in future sessions. CONCLUSIONS: Developing a student-generated question bank can improve the depth and interactivity of student learning, increase session enjoyment and provide a potential resource for student assessment.
Authors: Jeremey Walker; Jose Pablo Heudebert; Mukesh Patel; John D Cleveland; Andrew O Westfall; Donald M Dempsey; Alfredo Guzman; Anne Zinski; Monica Agarwal; Dustin Long; James Willig; Rachael Lee Journal: Med Sci Educ Date: 2022-05-04
Authors: Stefan Wagener; Andreas Möltner; Sevgi Tımbıl; Maryna Gornostayeva; Jobst-Hendrik Schultz; Peter Brüstle; Daniela Mohr; Anna Vander Beken; Julian Better; Martin Fries; Marc Gottschalk; Janine Günther; Laura Herrmann; Christian Kreisel; Tobias Moczko; Claudius Illg; Adam Jassowicz; Andreas Müller; Moritz Niesert; Felix Strübing; Jana Jünger Journal: GMS Z Med Ausbild Date: 2015-10-15