Assessing a traditional case-based application exercise and a student question creation exercise on student performance and perceptions

Tatachar, Amulya; Kominski, Carol

doi:10.1016/j.cptl.2017.03.007

Cited by 5 publications

(14 citation statements)

References 23 publications

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“…Currently, literature which reports on deployments of the PeerWise software is disproportionately biased towards experiences from STEMM subjects (Biggins et al, 2015;Hancock et al, 2018;Harris, Walsh, Denny, & Smith, 2018;Hudson, Jarstfer, & Persky, 2018;Kay et al, 2018, Mac Raighne et al, 2015Rhodes, 2013) compared to discursive subjects (Humpage, 2014;Renzo, 2014). Accordingly, a primary aim of this paper was to assess whether the desirable outcomes associated with implementing student-authored MCQ software such as PeerWise (ie, engagement with course content and student satisfaction) reported in accounts from STEMM deployments (Biggins et al, 2015;Hancock et al, 2018;Mac Raighne et al, 2015;Tatachar & Kominski, 2017) may be replicable in discursive subjects, where course content is characterised by more nuance and interpretation. Our use of reflective essays to gather qualitative insights from students on their experience of PeerWise is thus far novel in the literature.…”

Section: Discussionmentioning

confidence: 99%

A discursive question: Supporting student‐authored multiple choice questions through peer‐learning software in non‐STEMM disciplines

Snow¹,

Wilde²,

Denny³

et al. 2018

Brit J Educational Tech

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Peer‐learning that engages students in multiple choice question (MCQ) formulation promotes higher task engagement and deeper learning than simply answering MCQ’s in summative assessment. Yet presently, the literature detailing deployments of student‐authored MCQ software is biased towards accounts from Science, Technology, Engineering, Maths and Medicine (STEMM) subjects, rather than discursive subjects or disciplines where content may contain fewer absolute facts and objective metrics and more nuance. We report on qualitative and quantitative findings from a semester‐long deployment of a peer‐learning software package (PeerWise) in a 140‐student course on Interaction Design. PeerWise enables students to author, rate and comment upon their peers’ MCQ questions. The platform was enthusiastically adopted as a revision aid, yet overall question quality was poor and students expressed difficulty in translating the discursive nature of the course content into MCQs with only one correct answer. In addressing these shortcomings, this paper offers specific recommendations to instructors of more discursive subjects using student‐led MCQ authoring platforms, and further, how platforms such as PeerWise may be adapted to better suit disciplines characterised by discursive content. We propose alternative approaches to moderation and two suggestions for potential amendments to the software itself.

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Section: Discussionmentioning

confidence: 99%

A discursive question: Supporting student‐authored multiple choice questions through peer‐learning software in non‐STEMM disciplines

Snow¹,

Wilde²,

Denny³

et al. 2018

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…The fields of study of the students involved are predominantly medicine (N = 3), followed by Pharmacy (N=2), Optometry (N=1), Biomedical Science (N=1), and Human Physiology (N=1). Due to limited published articles that specifically discussed the impact of PeerWise activity on physiology learning, this review includes, but not limited to, studies that were conducted among medical students that were known to include physiology subject during preclinical years (Kadir et al, 2014;Pathak & Aye, 2015;Walsh et al, 2017), studies that included physiology or pathophysiology topics (Tatachar et al, 2016;Poot et al, 2017;Tatachar & Kominski, 2017;Woods & Lotfus, 2018) and study related to physiology laboratory (Acosta et al, 2018). The selected articles were published between the years 2014 to 2018.…”

Section: Background Characteristics Of Reviewed Articlesmentioning

confidence: 99%

“…The relation between PeerWise activity and academic achievement was reported in six articles (see Table 3). In four studies (Kadir et al, 2014;Poot et al, 2017;Tatachar & Kominski, 2017;Walsh et al, 2017), the authors used final marks on the summative test as a measure for academic performance, while weekly assessments and total marks in laboratory test were used in studies done by Pathak & Aye (2015) and Acosta et al (2018), respectively. Three studies (Kadir et al, 2014;Poot et al, 2017;Walsh et al, 2017) reported that student"s involvement in PeerWise leads to better performance on their examination scores.…”

Section: The Association Between Peerwise and Academic Achievementmentioning

confidence: 99%

“…Similarly, Poot et al (2017) revealed a significant difference in students" achievement between motivated (engaged in PeerWise) and non-motivated students (not engaged in PeerWise) in the second summative exam after the introduction of PeerWise in comparison to results of the first summative exam. A negative relationship was observed between students authoring questions and examination scores in three studies (Pathak & Aye, 2015;Tatachar & Kominski, 2017;Acosta et al, 2018). Tatachar & Kominski (2017) was the only study that experimented with intervention before and after the use of PeerWise.…”

Section: The Association Between Peerwise and Academic Achievementmentioning

confidence: 99%

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Evaluation of the Effectiveness of Online Peer-based Formative Assessments (PeerWise) to Enhance Student Learning in Physiology: A Systematic Review Using PRISMA Guidelines

Khashaba

2020

IJRES

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Due to the emerging demands on shifting focus towards the development of more student-centered and engaging learning experiences, this systematic review elucidates the effectiveness of PeerWise introduction into the blended learning model in Physiology education based on the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. Twenty electronic databases were utilized to access related studies between years 2010 to April 2020. A total of eight recent articles on PeerWise in physiology were analyzed. Three studies were conducted among medical students, and five studies were among other courses (i.e., Pharmacy, Biomedical Science, Optometry, and Human Physiology). Majority of the study designs were of cross-sectional quantitative and qualitative studies. Data extracted from the articles include (i) the pattern of PeerWise usage, (ii) the association between PeerWise and academic achievement, (iii) the level of student engagement, (iv) the quality of questions created and (v) students’ perceptions. Four emerging themes were identified among students' perceptions; (i) learning competency, (ii) fun learning experience, (iii) engagement with peers, and (iv) motivation. Methodological quality and risk of biased were assessed; and research gaps, limitations and recommendations were addressed. The present review serves as a guide for new authors to refine their knowledge and improve future research in the topic area.

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“…Of the sixteen papers reported, six emphasized curricular models or assessment models (not individual activities) [ 3 , 4 , 5 , 6 , 7 , 8 ], three incorporated strategies for lab-specific training [ 9 , 10 , 11 ], while the remaining articles focused on individual activities. Of these seven, two utilized modeling software to reinforce drug-target interactions [ 12 , 13 ], three question-writing activities [ 14 , 15 , 16 ], one a series of crossword puzzles [ 17 ], and the last a unique performance enhancing drug (PED) module [ 18 ]. Of the dearth of possible active-learning activities in medicinal chemistry, additional reports could certainly facilitate the adoption of robust activities demonstrating an improvement in student learning and retention.…”

Section: Introductionmentioning

confidence: 99%

An Active Learning Activity to Reinforce the Design Components of the Corticosteroids

Slauson

Mandela

2018

Pharmacy

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Despite the popularity of active learning applications over the past few decades, few activities have been reported for the field of medicinal chemistry. The purpose of this study is to report a new active learning activity, describe participant contributions, and examine participant performance on the assessment questions mapped to the objective covered by the activity. In this particular activity, students are asked to design two novel corticosteroids as a group (6–8 students per group) based on the design characteristics of marketed corticosteroids covered in lecture coupled with their pharmaceutics knowledge from the previous semester and then defend their design to the class through an interactive presentation model. Although class performance on the objective mapped to this material on the assessment did not reach statistical significance, use of this activity has allowed fruitful discussion of misunderstood concepts and facilitated multiple changes to the lecture presentation. As pharmacy schools continue to emphasize alternative learning pedagogies, publication of previously implemented activities demonstrating their use will help others apply similar methodologies.

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Assessing a traditional case-based application exercise and a student question creation exercise on student performance and perceptions

Cited by 5 publications

References 23 publications

A discursive question: Supporting student‐authored multiple choice questions through peer‐learning software in non‐STEMM disciplines

A discursive question: Supporting student‐authored multiple choice questions through peer‐learning software in non‐STEMM disciplines

Evaluation of the Effectiveness of Online Peer-based Formative Assessments (PeerWise) to Enhance Student Learning in Physiology: A Systematic Review Using PRISMA Guidelines

An Active Learning Activity to Reinforce the Design Components of the Corticosteroids

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