PeerWise in Pharmacy
Sudaxshina Murdan
Department of Pharmaceutics
UCL SCHOOL OF PHARMACY
BRUNSWICK SQUARE
What is PeerWise?
When did students answer questions?
A free, easy-to-use web-based system1 that students can use to create, as well as answer and comment on
multiple choice questions (MCQs) created by their peers. Instructors can view and monitor content and
participation.
The two cohorts differed (Figures below). The 2012-13 cohort’s activity was pronounced in the first week
following the introduction of the assignment, and again just before their examinations which took place on
the 3rd, 5th and 7th June.
PeerWise assignment
2013-14 cohort’s answer submissions was less pronounced in time, although activity was once again
concentrated immediately after introduction of the assignment. Activity was also observed before
examinations which occurred on 13th and 22nd May.
PeerWise was introduced to 2nd year MPharm students in academic years 2012-13 and 2013-14.
It seems that students in both cohorts were using the PeerWise bank of questions to revise for their exams.
Students were asked to create 5, answer 5 and comment on 3 MCQs, on any topic they were studying during
that year.
2013-14 cohort
2012-13 cohort
Students were also told that they could create, answer and comment on more than the minimum stated
above, as this exercise would help them to study and revise.
Aim:
The aim of the work described here was to analyse the use of PeerWise by the two cohorts.
Numbers of questions authored, answered and commented on by students
Methods
The web interface guides them to write the stem of an MCQ, write up to five options, select the
correct answer, write an explanation, define topics relevant to the question, preview the question
and submit it
2013-14
100
80
60
40
20
0
0
5
10
15
Number of questions authored
2012-13
25
20
15
10
100
80
60
40
20
0
0
2
4
Number of questions authored
5
0
0
5
10
15
6
Number of questions commented
on
Students engage with PeerWise in their own time.
2012-13
120
Number of questions answered
In Class, students shown how to log in, create, answer and comment on questions (15 minutes)
Number of questions commented
on
Instructor sets up the course and enrolls students (10 minutes)
Number of questions answered
Figures below show the numbers of questions authored vs answered/commented on. Each symbol
represents one student. Most students authored the minimum number stipulated (5), but answered many
more questions than stipulated (5). Commenting on questions was less popular and less than the stipulated
three.
2013-14
10
5
0
0
Number of questions authored
2
4
6
Number of questions authored
To answer a question, students can select a topic, choose the correct answer, see the explanation,
write a comment, rate the question for difficulty and quality.
Type of questions created
They can also see answers selected and comments written by other students, report the question
to the course instructor and opt to follow that author.
Mainly testing knowledge, i.e. facts. A large proportion of questions (84% for 2012-13 and 49% for 201314) were on Physiology and Pharmacology topics. Many questions were negatively worded, e.g. What is
NOT a function of xxx or Which of the following statements is false.
Examples of explanations by authors for their correct answers
Its not supposed to be semisynthetic but derived NATURALLY from the species.
The manufacturing of capsules is a more expensive process as it involves the addition of the capsule shell. It is also slower, with around 150 000 being
manufactured per hour in the industry compared to 500 000 per hour for tablets.The oval shape of capsules makes it easier to swallow than circular
tablets. Caplets are a tablet capsule "hybrid", utilizing the capsule shape with tablets.Sodium starch glycolate is a disintegrant that has been used in
our pharmaceutics practicals- its brand name is Explotab.Chewable tablets do not necessarily contain more disintegrant than immediate release
tablets. They are made to be broken with the teeth, and are thus not as compressed during tabletting to make them weaker.In the practicals PVP
solution was used as a binding liquid in wet granulation, however PVP is a sticky powder that can also be used in dry granulation as a binder.
Instructor logs in to analyse students’ use of PeerWise
Results and Discussion
Examples of Comments to questions and author replies to comments
Student engagement
Good question
I don't understand the question it doesn't make any sense whatsoever
About a fifth of the students who were enrolled on the course engaged with PeerWise (Table below). Low
engagement is most likely due to the fact that the assignment was not assessed and did not contribute to any
marks. There were neither rewards nor penalties. Also, after the initial introduction to the assignment, the
instructor did not encourage or remind students.
Number of students enrolled (number engaged with Peerwise)
Total number of questions written
Total number of answers submitted
Total number of comments submitted
2012-13
188 (34)
113
831
55
2013-14
172 (37)
118
367
54
Option A should be the correct answer because it is only if the individual is UNDER 55 years of age that they should be prescribed an ACE inhibitor or an
angiotensin II receptor antagonist. Since you have put it as ABOVE the age of 55 years, it should the answer as it is false
This question is TOO simple, more effort next time please
Good question however poor spellingand grammar. Please be more specific with what action you are refering to in option C.
Reply: Without giving the answer away... the question I am asking is what is the total volume of the solution. Because It should be relatively straight
forward if I'd asked it in its simplest form, I have added irrelevant information too like the (RMM) to make it slightly more "challenging". If you see, this
doesn't require you to work anything out and the answer is already there.
Conclusions
When did students create questions?
Most questions were created during the fortnight following the introduction (21st January for cohort 2012-13
and 10th March for cohort 2013-14).
2012-13 cohort
Could you explain why the statement for D is incorrect?
2013-14 cohort
A fifth of students engaged with PeerWise, despite the absence of rewards, penalites and reminders from
the instructor. To increase engagement, there must be a reward / penalty, i.e. marks associated. The
activity could have designated class-time.
The system was easy to set up and use. Administration did not demand much time of the instructor who
had very little input after the initial set up, although instructor acitivity can be much greater if desired.
Students’ voluntary use and engagement (doing more than what was required), and increased activity
prior to exams suggests the activity was thought to be useful.
Acknowledgments: To Paul Denny, University of Auckland for use of the program and technical help.
1. https://peerwise.cs.auckland.ac.nz/?nop