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

Ivry Zagury-Orly, Steven J. Durning

Research output: Contribution to journalComment/debate

5 Citations (Scopus)

Abstract

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
Number of pages2
JournalMedical Teacher
Early online date28 Aug 2020
DOIs
Publication statusE-pub ahead of print - 28 Aug 2020
Externally publishedYes

Keywords

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

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