Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4937971 | Currents in Pharmacy Teaching and Learning | 2017 | 9 Pages |
Abstract
Students randomly assigned to groups that created and reviewed questions exhibited slightly improved summative exam performance and reported significantly more positive perceptions than students engaging in a more traditional case-based learning activity. Student question creation has demonstrated potential as a useful learning activity. Despite inherent difficulties in designing studies involving educational research in a controlled environment, students who have submitted, created, rated, and answered peers' questions have overall performed well.
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Authors
Amulya Tatachar, Carol Kominski,