PURPOSE: To explore the impact of PeerWise, an online platform that enables students to write and answer MCQs, on retention of content as measured by summative examination scores. The impact was assessed relative to 1) discipline studied, 2) academic performance group, and 3) type of participation (writing and/or answering questions). METHODS: Students from the Medical Health Sciences Master’s (MHS18 and 19) program at Touro University Nevada voluntarily participated in this project. Five MHS18 students introduced PeerWise to both cohorts, and explained the basics of question writing. Lecture learning objectives of four disciplines – biochemistry, physiology, genetics, and microbiology – were divided amongst student groups, for which they were advised to write and answer questions prior to each summative assessment. For analysis purposes, students were subdivided into performance levels (high, medium, and low) based on their grade-point average. Data were analyzed using linear mixed effects models implemented in R statistical software. RESULTS: Over 80% of the students in the class authored questions and/or submitted answers. Data analysis revealed an improvement in exam scores with answering questions on PeerWise, with results varying among both discipline and performance levels of students (p=0.0005). Medium performing students showed the greatest improvement in exam scores through answering genetics questions on PeerWise (slope= 0.0185, 95% CI=0.0079, 0.0291) and physiology (slope= 0.0154, 95% CI=0.0042, 0.0266). CONCLUSION: Students found PeerWise most helpful with courses in which there was minimal formative assessment. As per prior literature and results of this pilot study, students should be encouraged to use PeerWise to write and answer questions, particularly in courses with minimal formative assessment. This study is ongoing, with the MHS18 research students of this study now having matriculated into the DO22 program. These OMSII students plan to implement PeerWise amongst the DO program.