The authors have experienced increasing demand from undergraduate students, particularly those in the early years of study, to be able to access more "test-style" material to help with revision, as well as guidance on how to approach their university assessments. With increased use of multiple-choice questions (MCQs) in university assessments in the biomedical sciences, especially in the first year, there is often reluctance from course organizers to make more questions available to students, as good MCQs are challenging to write and are, therefore, kept for use in summative tests. The authors describe the development and delivery of a whole class revision quiz tutorial to three cohorts of first-year students (Dentistry, Veterinary, and Bachelor of Science Physiological Science students) that includes elements of e-voting and risk. Although content specific to these disciplines was used, this format of teaching could be used for any knowledge-based course that is assessed via MCQs. Students choose their own teams and use clickers to help shape the delivery of the quiz by voting on the difficulty of question rounds answered. The session was introduced to engage students in the style of a "pub quiz" but had an additional element of jeopardy or risk with students judging their confidence in their own team's answers, which then reflected the overall marks awarded (jeopardy score).