# Review Pelaez, N. J. (2002). PROBLEM-BASED WRITING WITH PEER REVIEW IMPROVES ACADEMIC PERFORMANCE IN PHYSIOLOGY. _Advances in Physiology Education_, _26_(3), 174–184. [https://doi.org/10.1152/advan.00041.2001](https://doi.org/10.1152/advan.00041.2001) ## Review Date [[2021-10-22]] ## What is the thesis? Students participating in a didacticless problem-based learning program with writing with [[Calibrated peer review]] did as well as or better than students in traditional teaching approach such as didactic and testing. This was true for both multiple choice tests and essay tests. Discusses the influence of _calibrated peer review_ [[Calibrated peer review]] on learning in physiology ## Am I convinced and why? [[Constructivism]] learning theory would state that the act of creating the knowledge, or trying to, is the required process to learn. By trading listening time to working through problems in [[Problem Based Learning]] type activities, the students did more active learning activities. Feedback was likely another form of active learning.