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Medical Teacher Volume 43, 2021 - Issue 6
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Letters to the Editor

Open book examinations: A student’s perspective

Laurence Albert CoxSchool of Medicine, Imperial College London, London, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-6658-8503
ORCID Icon,
Rishabh Thondikulam HariharanSchool of Medicine, Imperial College London, London, UKORCID Iconhttps://orcid.org/0000-0003-3230-006X
ORCID Icon &
Yuri Yin-Moe AungSchool of Medicine, Imperial College London, London, UK
Page 724 | Published online: 28 Nov 2020

References

  • Durning SJ, Dong T, Ratcliffe T, Schuwirth L, Artino AR, Boulet JR, Eva K. 2016. Comparing open-book and closed-book examinations: a systematic review. Acad Med.91(4):583–599.
  • Sato BK, He W, Warschauer M, Kadandale P. 2015. The grass isn’t always greener: perceptions of and performance on open-note exams. LSE. 14(2):ar11.
  • Zagury-Orly I, Durning SJ. 2020. Assessing open-book examination in medical education: The time is now. Med Teach.Med Teach. DOI:10.1080/0142159X.2020.1811214.

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