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

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.

Keywords:

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

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article. The views expressed herein are those of the authors and not necessarily those of the U.S. Department of Defense or other federal agencies.

Additional information

Notes on contributors

Ivry Zagury-Orly

Ivry Zagury-Orly, BSc, MMSc (MedEd), is a medical student, Faculty of Medicine, Université de Montréal, Montreal, Quebec, Canada.

Steven J. Durning

Steven J. Durning, MD, PhD, is a professor of medicine and director of graduate programs in health professions education, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA.