Introduction of Question-making Sessions by Undergraduate Medical Students to Reinforce Learning in Pathology: A Cross-sectional Study

Introduction: Creating Multiple-Choice Questions (MCQs) requires extensive knowledge coupled with critical analytical thinking and enhances learning. This study was planned to make MBBS students equal stakeholders in framing Multiple-Choice Questions (MCQs) and, thereby, in the teaching-learning program. Aim: To evaluate whether involving medical students in framing quiz questions enhances learning in Pathology. Materials and Methods: A cross-sectional study was conducted in the Department of Pathology at the Government Institute of Medical Sciences, Greater Noida, Uttar Pradesh, India from April 2022 to September 2022. A batch of 100 second-professional MBBS students were included in the study. Students were asked to prepare seven conceptual MCQs in a week after conventional didactic lectures. A total of nine quiz sessions were held on the topics flagged by the students and faculty. At the end of the study period of 24 weeks, the students were administered a feedback questionnaire. Responses from the students were graded on the Likert scale to assess the impact on learning, perception, analysis, communication and satisfaction. Results: A total of 88 (91.7%) of students felt that the questionmaking activity was useful for gaining a better understanding of the given topic, and 82 (85.4%) of students believed that the question-making exercise was a good and effective way of learning and would help them in exams. Additionally, 76 (79.2%) of students felt that the activity enabled in-depth knowledge of the topic, and 68 (70.8%) of students suggested that this type of learning method should be incorporated into other topics in the department. The satisfaction index ranged from 73.8% to 86.5% in this study. Conclusion: This study was an attempt to engage students actively in the teaching-learning process, and the feedback generated shows that it had the desired impact on the study participants. Including such sessions regularly will improve learning outcomes in the discipline of Pathology.