Design, Implementation, and Evaluation of Online Open-Book Exams: Insights from Medical Students’ Perspectives

Abstract

Assessing students is a crucial aspect of the educational process, closely tied to the quality of their learning. Employing a one-group interventional study, we designed and conducted open-book online exams for doctoral students in medical education at Shahid Beheshti University of Medical Sciences (SBUMS), focusing on their perspectives regarding open-book online examination. This assessment spanned from April 2019 to August 2022. To gauge student satisfaction, we utilized Patrick’s evaluation model, employing a researcher-developed questionnaire with confirmed validity and reliability. Additionally, a critique session was conducted for further insights. The analysis of participant satisfaction levels indicates positive feedback and agreement among students regarding the implementation of open-book online examinations. According to the majority of students, this assessment system provided them with valuable and novel experiences. They believed that the online environment stimulated their eagerness to respond to exams, and the ability to access resources enhanced their maneuverability to address all aspects of the questions and designed scenarios. Students expressed concerns during the exam about unforeseen issues typical of online exams, such as power outages, internet interruptions, malfunctioning of exam equipment, etc., potentially hindering their success. The results of this study demonstrate the satisfaction and agreement of doctoral students in medical education with the implementation of open-book online examinations.

Keywords

• medical education
• open-book online examination
• perspectives
• evaluation