Assessing open-book examination in medical education: The time is now
Ivry Zagury‐Orly, Steven J. Durning
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.
Topics & Concepts
Coronavirus disease 2019 (COVID-19)PandemicMedical educationComplement (music)Severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2)2019-20 coronavirus outbreakEngineering ethicsPsychologyMedicineEngineeringPathologyInfectious disease (medical specialty)OutbreakComplementationBiochemistryGenePhenotypeDiseaseChemistryInnovations in Medical EducationAcademic integrity and plagiarismArtificial Intelligence in Healthcare and Education