To my knowledge this has never been done. That it has not is testimony to the privileged status of answers over questions in instruction and the misunderstanding of teachers about the significance of questions in the learning process. But thinking is not driven by answers but by questions. Furthermore, every field stays alive only to the extent that fresh questions are generated and taken seriously as the driving force in a process of thinking. To think through or rethink anything, one must ask questions that stimulate our thought.
Questions define tasks, express problems and delineate issues.
Answers on the other hand, often signal a full stop in thought. Only when an answer generates a further question does thought continue its life as such. This is why it is true that only students who have questions are really thinking and learning. It is possible to give students an examination on any subject by just asking them to list all of the questions that they have about a subject, including all questions generated by their first list of questions. That we do not test students by asking them to list questions and explain their significance is again evidence of the privileged status we give to answers isolated from questions.