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

Zagury-Orly, Ivry; Durning, Steven J.

doi:10.1080/0142159x.2020.1811214

Cited by 44 publications

(59 citation statements)

References 5 publications

(15 reference statements)

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“…43 With universities and educators having to adapt to the new reality of this pandemic, a debate between open book examinations (OBEs) and closed book examinations (CBEs) has arisen. 44 Due to the incapacity for organising examinations in person, OBE has been suggested as an alternative tool of rigorous assessments in medical schools. 45 For example, at Imperial College London, the online assessment consists of an OBE of 150 questions.…”

Section: Examinationsmentioning

confidence: 99%

“…47 OBEs as an assessment for deep learning are more authentic to clinical practice and real-life expectations, reinforcing at the same time evidence-based medicine. 44 Integration of knowledge from multiple sources and the use of internet, as an invaluable learning tool for medical students, could help medical students to be more self-directed learners, while OBEs may foster deeper processing more effectively and strengthen their long-term memory. This type of assessment also reduces the anxiety surrounding the examination in medical students, who feel less pressured when sitting on a familiar and comfortable location, such as their room in their own home.…”

Section: Examinationsmentioning

confidence: 99%

“…This type of assessment also reduces the anxiety surrounding the examination in medical students, who feel less pressured when sitting on a familiar and comfortable location, such as their room in their own home. 44 On the other hand, traditional CBEs are more familiar to both medical students and professors, and the adaptation to the new reality of OBEs during pandemic could be significantly stressful for them. According to Eurboonyanun et al, medical students prefer a traditional CBE over an online OBE.…”

Section: Examinationsmentioning

confidence: 99%

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Medical education challenges and innovations during COVID-19 pandemic

Papapanou

Routsi

Tsamakis

et al. 2021

Postgraduate Medical Journal

218

169

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COVID-19 pandemic has undoubtedly disrupted the well-established, traditional structure of medical education. Τhe new limitations of physical presence have accelerated the development of an online learning environment, comprising both of asynchronous and synchronous distance education, and the introduction of novel ways of student assessment. At the same time, this prolonged crisis had serious implications on the lives of medical students including their psychological well-being and the impact on their academic trajectories. The new reality has, on many occasions, triggered the ‘acting up’ of medical students as frontline healthcare staff, which has been perceived by many of them as a positive learning and contributing experience, and has led to a variety of responses from the educational institutions. All things considered, the urgency for rapid and novel adaptations to the new circumstances has functioned as a springboard for remarkable innovations in medical education,including the promotion of a more “evidence-based” approach.

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Section: Examinationsmentioning

confidence: 99%

Section: Examinationsmentioning

confidence: 99%

Section: Examinationsmentioning

confidence: 99%

See 1 more Smart Citation

Medical education challenges and innovations during COVID-19 pandemic

Papapanou

Routsi

Tsamakis

et al. 2021

Postgraduate Medical Journal

218

169

View full text Add to dashboard Cite

show abstract

“…All over the world, universities and higher educational institutions have been closed, fully or partially, to limit the expansion of COVID-19 infection. Online examination had become common and popular for many years, but the emergence of the new coronavirus disease (COVID-19) noti ed its importance and consequently has forced us to use it more than before (9). Although, many educational institutes were approved E-exams, but these processes were usually based on in-campus online exams in which students receive technical support to make the exam environment more suitable; unfortunately, these supports are not completely possible in remote testing now.…”

Section: Introductionmentioning

confidence: 99%

Remote Online Exams Anxiety during the COVID-19 Crisis: A Cross-Sectional Study among Medical Students

Mastour

Ghalibaf

Niroumand

2021

Preprint

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Introduction: Assessment and evaluation are major parts of the medical curriculum which motivate students to study, being a competent physician, and achieving the medical education eligible goals. Medical students, especially at undergraduate levels, experience a significant amount of anxiety due to frequent exams. Meanwhile, the coronavirus disease 2019 disaster forced higher educational institutes all over the world to adopt distance learning. So remote online exams were used as a kind of assessment that can lead to new paradigms.Methods: This cross-sectional study was planned to assess the remote online exams anxiety during COVID-19 Pandemic by analyzing test anxiety categories among basic science and pre-clinical medical students and its correlation between genders in the School of Medicine, Mashhad University of Medical Sciences, Iran, in 2020. Data collection tools were Demographic Questionnaire and Sarasons’s Test Anxiety Scale. Descriptive statistics (mean, percentages) and analytical statistics (t-test and one-way ANOVA) were used to analyze the data with SPSS version 11.5.Results: 290 medical students in basic science and pre-clinical courses were enrolled. 194 (66.4%) of participants were female and 177 (60.6%) were in basic sciences course. The prevalence of mild, moderate, and severe anxiety was 27.9%, 36.9%, and 35.2% respectively. The difference in the mean and SD of anxiety score in basic sciences students and pre-clinical students was not statistically significant (Pvalue=0.26), yet the results indicated that the level of anxiety in females (19.07+7.11) is significantly higher than males (14.44+7.15) (Pvalue<0.001).Conclusion: According to the current study, there is a critical need to take steps to recommend stress management techniques and bring reforms in E-learning and E-assessment systems to lower the anxiety in medical students while providing a stable and reliable electronic exam environment can be helpful.

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“…We feel teaching methods should be altered to help prepare students to navigate and appraise credible online resources, promote deeper clinical discussions and involve sufficient practice assessments. 2 For pathology examinations, questions should focus on the application of knowledge, thereby reducing the reliance on such as CPQs (clinical prioritisation questions) could also be introduced. CPQs involve students ranking options, as opposed to selecting one correct answer; they require higher thinking skills and accustom students to clinical uncertainty.…”

mentioning

confidence: 99%