Peer generated MCQs to assess and support for learning in a Problem Based Learning Programme

Abstract

Problem based learning (PBL) is a pedagogical approach that puts students at the centre of their own learning using a framework planned by curriculum designers. A common stressor in PBL is the uncertainty of how deep and how wide to study for the learning issues. This paper focuses on a strategy to support this issue using a two pronged approach. 1) Exemplars of the depth and breadth of learning for one learning issue per problem cycle will be given to students. 2) A peer supported platform will be used for students to generate MCQs relating to their learning issues to test and support their level of understanding for PBL. This paper focuses on the latter. A workshop on the project aims was given to first year students at the Faculty of Dentistry, University of Hong Kong with instructions on how use the fit-for-purpose MCQ platform. For each problem cycle, two learning issues (LIs) were assigned to two groups of students and asked to write one MCQ each. Approximately 20 MCQs would be generated for each LI. Platform analytics showed that after 4 problem cycles 124 questions were created. The mean generated per student was 2.34 questions and the median 3. Only 5 students out of 54 students created none. Students had attempted 2250 of the MCQs with an average of 43 MCQ per student. Only one student had answered less than 20 MCQs. A mid-semester focus group was held to design the questionnaire for the end of year evaluation. Very positive feedback was received on the benefits of setting and answering MCQs for facilitating learning. The platform was reported easy to use, and the introductory workshop helpful. Students said they would revisit the MCQs before exams. From the focus group, suggestions and improvements for the second semester will be implemented to improve participation rates and quality of the MCQs. An updated feedback will be reported in May from the implemented questionnaire and comments from a sample of students for the mid-second semester stage. Final results will be collated along with focus group feedback at the end of the first year programme.