Student-Centred Learning and Engagement in Undergraduate Medical Education Using Peerwise

Background: Student-centred, active and collaborative forms of learning encourage student engagement, motivation and deep learning. One such approach, Peerwise (developed by Paul Denny, University of Auckland), is a free, online learning tool that allows students to create, answer and critique multiple choice questions. Summary of work: The University of Glasgow introduced Peerwise in 2011-12 to medical students in Years 1 and 3 and is now available to all year groups. Peerwise use is voluntary, anonymous and entirely student-led. Student views of PeerWise as a learning tool were assessed using a questionnaire and their engagement over four years of use was monitored. Summary of results: Reported advantages of PeerWise included the practice of MCQs and access to a question bank. Disadvantages included no quality control and the inclusion of questions that were irrelevant. Student participation with Peerwise is highest in year 1 and tends to decline in subsequent years. Student engagement with Peerwise is variable for different year cohorts, however for a given cohort, the same level of engagement persists for the proceeding years of the course. Conclusions: PeerWise was positively evaluated by students with several advantages and disadvantages recorded. Engagement with Peerwise will be affected by a number of factors however early introduction of Peerwise results in high rates of student engagement in that year and subsequent years. Take-home message: Peerwise is perceived by students as an effective learning tool in which they engage in an active and collaborative manner. Early strategies to promote the use of Peerwise in Year 1 may help to ensure continued use throughout undergraduate education.