Evaluation of peer-generated MCQs to assess and support learning in a problem-based learning programme.

Area of Science:

• Medical Education
• Educational Psychology

Background:

• Problem-based learning (PBL) is a student-centered pedagogy.
• Students in PBL often experience stress and uncertainty regarding the depth and breadth of learning required.
• Developing effective learning support tools is crucial in PBL environments.

Purpose of the Study:

• To evaluate the utility of student-generated multiple-choice questions (MCQs) as a tool to support learning depth and breadth in problem-based learning (PBL).
• To assess student perceptions of challenges and benefits associated with creating and answering MCQs within PBL.

Main Methods:

• Medical students generated MCQs based on specified learning issues within PBL.
• Analysis included correlating MCQ creation and answering with the Revised Study Process Questionnaire (R-SPQ-2F) and final examination scores.
• Student feedback was collected on the perceived impact of MCQs on their learning.

Main Results:

• A total of 147 MCQs were created and 2373 answered by students.
• Students reported challenges in MCQ creation but found it enhanced deep thinking and learning.
• MCQ authorship showed significant associations with understanding, and examination scores correlated with authored MCQs.

Conclusions:

• Student-generated MCQs were perceived as a valuable learning activity, though engagement varied.
• Students faced challenges and expressed uncertainty about whether peer-generated MCQs adequately addressed the required learning outcomes for depth and breadth.
• Further refinement is needed to ensure alignment of student-generated MCQs with PBL learning objectives.