A participatory learning approach to biochemistry using student authored and evaluated multiple‐choice questions
Open accessAbstract
A participatory learning approach, combined with both a traditional and a competitive assessment, was used to motivate students and promote a deep approach to learning biochemistry. Students were challenged to research, author, and explain their own multiple-choice questions (MCQs). They were also required to answer, evaluate, and discuss MCQs written by their peers. The technology used to support this activity was PeerWise--a freely available, innovative web-based system that supports students in the creation of an annotated question repository. In this case study, we describe students' contributions to, and perceptions of, the PeerWise system for a cohort of 107 second-year biomedical science students from three degree streams studying a core biochemistry subject. Our study suggests that the students are eager participants and produce a large repository of relevant, good quality MCQs. In addition, they rate the PeerWise system highly and use higher order thinking skills while taking an active role in their learning. We also discuss potential issues and future work using PeerWise for biomedical students.
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Student-generated multiple choice questions can enhance higher-order cognitive and metacognitive skills in disciplines such as medicine, biochemistry, and engineering.
“student-generated multiple choice questions (MCQs) can enhance higher-order cognitive and metacognitive skills in disciplines such as medicine, biochemistry, and engineering (Bottomley & Denny, 2011; Palmer & Devitt, 2006; Yu & Liu, 2008).”
From Assessment design through co-creation (2025) · cites this paper as Bottomley & Denny, 2011
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Generating Multiple Choice Questions for Computing Courses Using Large Language Models
Tran, A., Angelikas, K., Rama, E., Okechukwu, C., Smith, D. H., & MacNeil, S. (2023) · 2023 IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie58773.2023.10342898 · Cited by 60 · see citing works
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- Authors
- Bottomley, S., & Denny, P.
- Affiliations
- Curtin University (AU)
- University of Auckland (NZ)
- Corresponding author
- Bottomley, Steven
- ORCID
- Denny, Paul
- Venue
- Biochemistry and Molecular Biology Education
- Publisher
- Wiley
- Published
- 2011-09
- Volume
- 39
- Issue
- 5
- Pages
- 352-361
- ISSN
- 1470-8175 (ISSN-L)
- 1539-3429
- OpenAlex
- W1981133620
- Cited by
- 102
- References
- 5
- Citations by year
- 2026: 3 · 2025: 7 · 2024: 7 · 2023: 7 · 2022: 7 · 2021: 7 · 2020: 15 · 2019: 10 · 2018: 9 · 2017: 6 · 2016: 5 · 2015: 5 · 2014: 9 · 2013: 4 · 2012: 1
- FWCI
- 21.55
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Biochemistry and Molecular Biology Education (publishedVersion)
- PubMed (publishedVersion)
- eSpace (Curtin University) (submittedVersion)
- Funders
- Directorate for Biological Sciences
- Topics
- Social Sciences › Education › Innovative Teaching Methods
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Social Sciences › Education › Problem and Project Based Learning
- Keywords
- participatory learning, biochemistry education, multiple-choice questions, PeerWise, peer assessment, higher-order thinking skills, student motivation, biomedical students, web-based learning technologies
- MeSH terms
- Adult, Biochemistry, Cognition, Education, Medical, Undergraduate, Educational Measurement, Female, Humans, Learning, Male, Motivation, Students, Medical, Teaching, Thinking, User-Computer Interface, Plagiarism, Internet, Young Adult
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