Journal of Advances in Medical Education & Professionalism

A Systematic Review and Meta-Analysis on the Impact of Peer-Made MCQ Question-Bank Usage on Summative Assessments in Medical Education

ROBERT HWANG; MAX PALEY; DAVID BULL; OSAMA OMRANI; DIEGO VERGARA-JALANDONI; GERALD EGBURY

Volume 13, Issue 4 , October 2025, , Pages 259-269

https://doi.org/10.30476/jamp.2025.104780.2084

Abstract

Introduction: This systematic review and meta-analysis investigated the impact of utilising peer-generated multiplechoice question (MCQ) banks on the summative performance of undergraduate ... Read More Introduction: This systematic review and meta-analysis investigated the impact of utilising peer-generated multiplechoice question (MCQ) banks on the summative performance of undergraduate students studying medicine and allied subjects. Answering and writing peer-made MCQ questions are hypothesised to enhance learning through achievement of thedomains of Bloom’s taxonomy and thus summative examination performance.Methods: A random-effects meta-analysis of correlation coefficients was conducted on six studies (n = 1,571) published between 2011 and 2021, drawn from MEDLINE, Scopus, Web of Science, PubMed, CENTRAL, and ERIC. The studies included undergraduate medical students from four countries. The risk of bias was assessed using the ROBINS-I tool.Results: A weak positive correlation was found between answering peer-made MCQs and summative performance (Spearman’s ρ = 0.22, 95% CI: 0.15 to 0.29, p < 0.0001), with a prediction interval of 0.00 to 0.42, indicating that in future studies, the effect of answering peer-made questions is likely beneficial or, at worst, neutral. A similar weak positive correlation was observed for writing peer-made MCQs (Spearman’s ρ = 0.21, 95% CI: 0.09 to 0.32, p < 0.0004), though the prediction interval (-0.27 to 0.61) cannot exclude negative correlation between writing questions and summative performance in future studies. The findings suggest that answering and creating peer-generated MCQs positively influence exam performance. The modest correlations likelyreflect confounding factors, such as prior academic performance and socio-economic background. This complicates isolating the impact of MCQ banks and may understate their true impact.Conclusion: This study advocates for the integration of peergenerated MCQ banks into medical curricula, highlighting their potential as a cost-effective method to improve summativeperformance. Future research should focus on large-scale observational studies to better quantify these effects as well as controlling for confounding factors. The study underscores the value of peer engagement in learning and the utility of peer-made MCQ banks as educational tools.

Role of Metacognitive Awareness and Academic Motivation in Medical Undergraduates’ Academic Performance: An Observational Study

NAMITA DESHMUKH; AVINASH BORKAR; HIRKANI MUNIRA ABBAS; SHARMILA JALGAONKAR

Volume 13, Issue 3 , July 2025, , Pages 198-205

https://doi.org/10.30476/jamp.2025.105384.2107

Abstract

Introduction: Medical students’ performance is influenced by metacognitive awareness and regulation, alongside selfdetermination or motivation. Understanding these elements is ... Read More Introduction: Medical students’ performance is influenced by metacognitive awareness and regulation, alongside selfdetermination or motivation. Understanding these elements is crucial for creating a curriculum that enhances learning outcomes and academic achievement. This study aimed to assess metacognitive awareness and academic motivation among medical undergraduate (UG) students and to determine the association between metacognitive awareness, academic motivation, and academic performance.Methods: A cross-sectional study was carried out at a medical college on 140 medical undergraduate (UG) students. The data were collected using self-administered questionnaires using Metacognition Awareness Inventory (MAI) and Academic Motivation Scale (AMS). The scores obtained were compared with their academic performance. The data were analyzed using IBM SPSS 20.0. The chi-square test, Mann–Whitney U test, Kruskal–Wallis test, and post-hoc Dunn’s test were used for statistical analysis.Results: The participants included 54.3% males and 45.7% females (age 20.4±0.9 years). High performers scored significantly higher on total (43.14±8.2) and domain-wise MAI scores compared to average and low performers. Female students scored better in all metacognitive domains (40.4±8.0) and had higher motivation scores than males (42.9±10.35). Academic performance was significantly correlated with metacognition regulation subscale scores (r=0.293, p=0.001) and intrinsic motivation scores (r=0.284, p=0.002). Also, metacognition regulation was significantly correlated with intrinsic motivation scores (r=0.376, p=0.00001) as well as extrinsic motivation scores (r=0.223, p=0.01). Intrinsic motivation scores correlated significantly with academic performance, metacognition knowledge subscale scores (r=0.406, p=0.00001), regulation scores,and extrinsic motivation scores (r=0.695, p=0.00001).Conclusions: High performers demonstrate superior metacognitive awareness and intrinsic motivation, especially females. Significant correlations between metacognition, motivation, and academic performance stress the importance of integrating metacognitive regulation strategies into teaching methods to improve the outcomes and motivation.

The effect of mentorship program in enhancing the academic performance of first MBBS students

NAGA GUHAN; PRAKASH KRISHNAN; PRIYA DHARSHINI; PHILIP ABRAHAM; SUNI THOMAS

Volume 8, Issue 4 , October 2020, , Pages 196-199

https://doi.org/10.30476/jamp.2019.82591.1061

Abstract

Introduction: Mentoring is a natural process, which blossoms from the desire of experienced veterans to give and the thirst of inexperienced novices to grow. Formal faculty ... Read More

Trait emotional intelligence and self-assessment of classroom learning in medical students

HIMEL MONDAL; SHAIKAT MONDAL

Volume 8, Issue 3 , July 2020, , Pages 109-114

https://doi.org/10.30476/jamp.2020.84674.1147

Abstract

Introduction: Trait emotional intelligence (EI) is the selfperception of emotional abilities. It is an important predictor of academic performance. Students’ self-assessment ... Read More

A new method of recording attendance improves the academic performance of medical students

HIMEL MONDAL; KOUSHIK SAHA; SHAIKAT MONDAL; PIYALI SAHA; SAIRAVI KIRAN BIRI

Volume 8, Issue 2 , April 2020, , Pages 55-60

https://doi.org/10.30476/jamp.2020.81723.1029

Abstract

Introduction: Students’ engagement during the collection of attendance (SEdCA) is a method where students write the answer to a question related to the topic of preceding ... Read More

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Keywords = Academic performance

A Systematic Review and Meta-Analysis on the Impact of Peer-Made MCQ Question-Bank Usage on Summative Assessments in Medical Education

Abstract

Role of Metacognitive Awareness and Academic Motivation in Medical Undergraduates’ Academic Performance: An Observational Study

Abstract

The effect of mentorship program in enhancing the academic performance of first MBBS students

Abstract

Trait emotional intelligence and self-assessment of classroom learning in medical students

Abstract

A new method of recording attendance improves the academic performance of medical students

Abstract