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The evaluation of a peer-led question-writing task
Amara Nwosu1, Stephen Mason, Anita Roberts
1Marie Curie Palliative Care Institute Liverpool, University of Liverpool, UK. amaranwosu@doctors.org.uk
The Clinical Teacher
|May 10, 2013
Summary
Medical students found that writing their own palliative care exam questions enhanced their learning and confidence. This peer-led question-writing approach is a valuable addition to medical education.
Area of Science:
- Medical Education
- Palliative Care
Background:
- Peer-led learning and peer marking are recognized educational tools.
- Limited research exists on the educational impact of students creating their own exam questions.
Purpose of the Study:
- To assess the educational benefits of medical students generating palliative care examination questions.
- To evaluate student engagement and perceived learning gains from this method.
Main Methods:
- Fourth-year medical students on a palliative medicine rotation created short-answer exam questions.
- Questions were reviewed for accuracy and then shared among students.
- Student-generated questions and answers were discussed in a feedback session.
Main Results:
- All 20 participating students found the exercise beneficial for learning.
- 90% of students did not consider the task excessive additional work.
- 40% felt more confident about passing medical school exams; 95% wanted to repeat the exercise.
Conclusions:
- Peer-led examination question writing can effectively supplement palliative care teaching.
- This method enhances student learning and confidence in palliative medicine.
- The approach is well-received by students and can be recommended for future use.
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