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<p>Professor-Reviewed Exam Practice (PREP) is a student-faculty partnership that co-creates curriculum-aligned formative questions for the entire preclinical medical school class to use in active learning. PREP has sustained its productivity over three medical school classes. Here we describe PREP’s recruitment process and its near-peer mentorship program that prepares new members to independently create PREP-style formative questions. PREP’s productivity and the utilization of its formative questions across classes is evaluated, demonstrating that the workflow is sustainable. We believe that this program could be adopted by other schools to broaden the availability of free curriculum-aligned formative questions in preclinical medical education.</p>

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A Near-Peer Mentorship Program that Sustains a Student-Faculty Partnership Co-creating Curriculum-Aligned Formative Multiple-Choice Questions in Preclinical Medical Education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年5月7日

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  • Laura M. Banks,
  • Jason L. Hirsch,
  • Jarod Karom,
  • Corinne Stanforth,
  • Erryk S. Katayama,
  • Lin Abigail Tan,
  • Matthew C. Reslink,
  • Melissa M. Quinn,
  • Christopher R. Pierson

摘要

Professor-Reviewed Exam Practice (PREP) is a student-faculty partnership that co-creates curriculum-aligned formative questions for the entire preclinical medical school class to use in active learning. PREP has sustained its productivity over three medical school classes. Here we describe PREP’s recruitment process and its near-peer mentorship program that prepares new members to independently create PREP-style formative questions. PREP’s productivity and the utilization of its formative questions across classes is evaluated, demonstrating that the workflow is sustainable. We believe that this program could be adopted by other schools to broaden the availability of free curriculum-aligned formative questions in preclinical medical education.