title: The evaluation of a peer-led question-writing task.
abstract: BACKGROUND
  Novel studies have previously highlighted the educational benefits of peer-led learning and peer marking of examinations. Limited data exist about the educational value of students writing their own exam questions and sharing these with other students.
  
  
  OBJECTIVE
  To evaluate the potential for medical students to learn about palliative care through the process of writing examination questions. methods:  Fourth-year medical students on a palliative medicine rotation were invited to write a short-answer exam question in a similar format to the official examination run by the medical school. The questions were checked for accuracy and applicability by the coordinator, and were then distributed to students. The answers to the student-generated questions were discussed in a feedback forum at the end of the rotation.
  
  
  RESULTS
  Twenty students took part in the exercise. All agreed the exercise was beneficial to their learning. Eighteen (90%) students did not feel the task was too much additional work. Eight (40%) students felt more confident in passing the official medical school exams. Students enjoyed the exercise, with 19 (95%) indicating that they were keen to repeat this in the future.
  
  
  CONCLUSIONS
  Peer-led examination question writing could complement the delivery of palliative care teaching for medical students.
authors: Marie Curie Palliative Care Institute Liverpool, University of Liverpool, UK. amaranwosu@doctors.org.uk
authors: Amara
authors: A
authors: Nwosu
authors: Stephen
authors: S
authors: Mason
authors: Anita
authors: A
authors: Roberts
authors: Heino
authors: H
authors: Hugel
mesh_terms: D000328:Adult; D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement / Q000379:methods*; D004739:England; D005069:Evaluation Studies as Topic; D005260:Female; D006801:Humans; D008297:Male; D010166:Palliative Care; D010379:Peer Group; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*; D014956:Writing