| ORIGINAL RESEARCH |
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| Year : 2020 | Volume
: 3
| Issue : 1 | Page : 16-21 |
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Exploring the effects of authoring and answering peer-generated multiple-choice questions
Lysa Pam Posner1, Regina Schoenfeld-Tacher1, Mari-Wells Hedgpeth2, Kenneth Royal2
1 Department of Molecular Biomedical Sciences, College of Veterinary Medicine, North Carolina State University, Raleigh, NC, USA
2 Department of Clinical Sciences, College of Veterinary Medicine, North Carolina State University, Raleigh, NC, USA
Correspondence Address:
Dr. Lysa Pam Posner
Department of Molecular Biomedical Sciences, College of Veterinary Medicine, North Carolina State University, Raleigh, NC 27607
USA
 Source of Support: None, Conflict of Interest: None
DOI: 10.4103/EHP.EHP_29_19
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Background: Many students believe that completing practice test questions improve their examination performance. This study was designed to investigate the effects of authoring and answering peer-generated multiple-choice questions. Methods: First-year Doctor of Veterinary Medicine students were voluntarily enrolled in the study. Each student was required to create at least three questions and encouraged to answer as many items as they wanted. Following the examination, participating students were required to complete a questionnaire characterizing the usefulness and enjoyability of the program. Results: A total of 94/101 students utilized the PeerWise program. Students believed that developing peer-generated questions improve their understanding of the material (79% agreed or strongly agreed). Fifty-six percent of students said that they would use peer-generated questions as a study tool if no extra credit was associated with it (agree or strongly agree); however, none of them used the technique when not incentivized. Of the 290 questions generated, only 4% of the questions required a deep understanding of the content, whereas 62% required recall only. Conclusions: We conclude that students generally perceived the program to be useful, but questionable quality items may have potentially limited students' learning gains.
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