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Related Concept Videos

Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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Related Experiment Videos

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
PubMed
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.

Related Experiment Videos

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.