title: Medical school 2.0: How we developed a student-generated question bank using small group learning.
abstract: BACKGROUND
  The multiple-choice question (MCQ) is one of the most common methods for formative and summative assessment in medical school. Common challenges with this format include (1) creating vetted questions and (2) involving students in higher-order learning activities. Involving medical students in the creation of MCQs may ameliorate both of these challenges. What we did: We used a small group learning structure to develop a student-generated question bank. Students created their own MCQ based on self-study materials, and then reviewed each other's questions within small groups. Selected questions were reviewed with the class as a whole. All questions were later vetted by the instructor and incorporated into a question bank that students could access for formative learning. Post-session survey indicated that 91% of the students felt that the class-created MCQ question bank was a valuable resource, and 86% of students would be interested in collaborating with the class for creating practice questions in future sessions.
  
  
  CONCLUSIONS
  Developing a student-generated question bank can improve the depth and interactivity of student learning, increase session enjoyment and provide a potential resource for student assessment.
authors.affiliation: a University of Manitoba , Canada.
authors.forename: Adrian C C
authors.initials: AC
authors.lastname: Gooi
authors.affiliation: a University of Manitoba , Canada.
authors.forename: Connor S
authors.initials: CS
authors.lastname: Sommerfeld
mesh_terms: D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement / Q000379:methods*; D006126:Group Processes; D006801:Humans; D007858:Learning; D013337:Students, Medical / Q000523:psychology*; D011795:Surveys and Questionnaires