Assessing open-book examination in medical education: The time is now

Ivry Zagury-Orly, Steven J. Durning

Research output: Contribution to journalComment/debate

24 Citations (Scopus)


As a result of the coronavirus pandemic, the feasibility of holding secure closed-book examinations in medical education is compromised. In this Personal View, we compare the underlying reasoning for using open-book and closed-book exams. We rethink the role of open-book assessment and offer ways in which we believe they can complement closed-book exams. We highlight the gap in research, highlight future directions, and call on medical educators to seize our current golden opportunity to explore the impact of open-book exams–on their own or combined to closed-book tests, as a blended approach–on learners, educators, and licensing bodies.

Original languageEnglish
Pages (from-to)972-973
Number of pages2
JournalMedical Teacher
Issue number8
Early online date28 Aug 2020
Publication statusPublished - 2021
Externally publishedYes


  • Assessment
  • best evidence medical education
  • e-learning/computers
  • evidence-based medicine
  • independent


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