Journal of Advances in Medical Education & Professionalism

Review article

Evolving Assessment in Medical Education: Exploring the Role of Open-Book Examinations

YASAR AHMED; SIMAA KHAYAL; MAJED WADI; MOHAMED ABUZAID

Volume 12, Issue 4 , October 2024, Pages 215-225

https://doi.org/10.30476/jamp.2024.102078.1955

Abstract

Introduction: The landscape of medical education has witnessed significant transformations over the past decades, particularly with the advent of active teaching methodologies. However, ... Read More Introduction: The landscape of medical education has witnessed significant transformations over the past decades, particularly with the advent of active teaching methodologies. However, despite these advancements, the traditional theoretical assessment methods have remained largely unchanged. This lack of evolution in assessment systems poses a challenge as it is crucial for assessment methods to evolve in tandem with teaching approaches to ensure a comprehensive and effective learning process in medical education. This paper reviews the integration and effectiveness of open-book examinations (OBEs) in medical education, reflecting their growing significance.Methods: An integrative review of the literature was conducted, drawing from a range of relevant publications over the last decade, sourced from databases such as PubMed, Web of Science, Scopus, and ERIC. The inclusion criteria focused on full-text articles in English, with search terms including “medicine,” “assessment,” “open book examination,” “open book exam,” and “open book assessment,” combined using Boolean operators. Thirteen publications were selected and critically appraised using The Critical Appraisal Skills Program checklist.Results: The analysis identified three primary thematic categories: “Teaching Strategy for Pandemic and Challenging Conditions,” “Tool of Learning & Educational Impact”, and “Operational Challenges & Future Directions”. These themes were explored to understand the role and impact of open-book examinations in medical education.Conclusion: The findings indicate that open-book examinations are a crucial component in the evolving landscape of medical education. While certain reservations remain, open-bookexaminations have shown significant potential in fostering critical thinking, argumentation skills, and lifelong learning among medical students. They reflect the ongoing evolution of knowledge in the medical field and contribute to the development of professionals’ adept at navigating and applying complex information. Further research is recommended to solidify these findings and expand the understanding of open-book examinations in medical education.

Original Article

Expectation and Needs of Medical Students Towards the Implementation of Virtual Simulation in Learning Rational Use of Medicine

DESAK GEDE BUDI KRISNAMURTI; ARIA KEKALIH; ADISTI DWIJAYANTI; DAVID CHRISTIANTA; NICHOLAS JASON WIJAYA; JUAN FELIX SAMUDRA; PRATIWI RAHADIANI

Volume 12, Issue 4 , October 2024, Pages 226-234

https://doi.org/10.30476/jamp.2024.102790.2010

Abstract

Introduction: The irrational use of medicines remains prevalent globally despite education efforts, leading to decreased treatment quality and increased healthcare costs. With the rise ... Read More

Original Article

Estimating Students’ Academic Success in the Preclinical Stage of Undergraduate Medical Education Using the Admission Test Approach

WIENTA DIARSVITRI; EFYLUK GARIANTO; ROOSTANTIA INDRAWATI; WIWIK SULISTIANI

Volume 12, Issue 4 , October 2024, Pages 235-242

https://doi.org/10.30476/jamp.2024.101936.1949

Abstract

Introduction: Medical schools face substantial challenges in objectively selecting the best applicants, and the admission process can impact medical students’ academic performance.This ... Read More

Original Article

Evaluating the Effect of Scenario-Based Learning on the Knowledge, Attitude, and Perception of Nursing and Midwifery Students about Patient Safety

SOMAYEH ALIREZAEI; MALIHEH SADEGHNEZHAD; MONIR RAMEZANI

Volume 12, Issue 4 , October 2024, Pages 243-250

https://doi.org/10.30476/jamp.2024.101869.1947

Abstract

Introduction: Patient safety is the most important priority in the healthcare system. Medical universities always attempt to find innovative and more effective educational methods to ... Read More Introduction: Patient safety is the most important priority in the healthcare system. Medical universities always attempt to find innovative and more effective educational methods to improvethe students’ abilities for clinical decision-making and quality and safe care. Thus, this study was designed to evaluate the effect of scenario-based learning on the knowledge, attitude, andperception of nursing students about patient safety.Methods: This quasi-experimental study was conducted between September 2023 and January 2024. The study sample comprised 78 nursing and midwifery students from the fourth and fifth semesters of their bachelor’s degrees, each of whom was systematically reviewed. The participants were allocated to the intervention (n=43) and control groups (n=35) randomly, using simple randomization. The educational content was presented via scenario-based learning for participants in the intervention group, while it was presented through lecture and discussion in the control group. The questionnaire was standardized and structured, and its validity and reliability were assessed. Data gathering was performed one month after the intervention using a knowledge, attitude, and practice questionnaire. Data were analyzed in SPSS software version 16 using descriptive statistical methods and inferential tests, including the chi-square test, independent T-test, paired T-test, and ANCOVA.Results: The study findings indicated that there were no significant differences in attitude (P=0.152) and perception (P=0.264) scores between the intervention and control groups before the intervention. However, after the intervention, a significant difference was observed (P<0.001). [Knowledge 14.97±3.70 vs. 19.37±3.31), attitude (31.74±5.38 vs. 34.62±9.59), perception(35.60±7.51 vs.38.95±8.21)].Conclusion: Scenario-based learning can be a more effective way to teach nursing and midwifery students about patient safety. Thus, researchers recommend that this educational method should be used by nursing and midwifery instructors to improve the students’ ability to provide safer care for patients.

Original Article

Investigating the Effectiveness of Formative OSCE Combined with Visual Feedback in Improving Clinical Competence among Iranian Nurse Anesthesia Students: A Quasi-experimental study

ALI KHALAFI; AKBAR ABBASI; NOOSHIN SARVI SARMEYDANI; MASOUMEH ALBOOGHOBEISH

Volume 12, Issue 4 , October 2024, Pages 251-260

https://doi.org/10.30476/jamp.2024.102318.1969

Abstract

Introduction: Lack of clinical competence can endanger the patient’s safety and reduce the quality of providing health care services. The aim of this study was to examine the ... Read More

Original Article

Iranian English as a Foreign Language (EFL) teachers’ professional development needs in educational contexts: Exploring the challenge of reflective practice

NASRIN SHOKPOUR; NEDA ESLAMPANAH; VAHID ASADI; SHIRLEY O’NEILL; CHRISTOPHER DANN; JENNY WANG

Volume 12, Issue 4 , October 2024, Pages 261-271

https://doi.org/10.30476/jamp.2024.103180.1995

Abstract

Introduction: This study investigated Iranian, English as a foreign language (EFL) teachers’ attitudes toward reflective teaching compared with their classroom assessment preferences ... Read More Introduction: This study investigated Iranian, English as a foreign language (EFL) teachers’ attitudes toward reflective teaching compared with their classroom assessment preferences and up-take of strategy based instruction. It compared their views in the two key higher education provider contexts of the university and institute.Methods: In this cross-sectional correlational study, a total of 90 teachers, half drawn from each university in a major city in Iran, were selected using controlled quota sampling. Data were collected through a four-part survey. Besides gathering demographic data (Part A), the survey drew upon three established instruments that used a Likert Scale format. Part B comprised the Teacher Reflectivity questionnaire, and Part C focused on the Classroom Assessment Preferences Survey Questionnaire for Language Teachers. Also, part D administered the Teachers’ Beliefs Inventory for Strategy Instruction. The reliability of this and the CAPSQ-LT was confirmed by the researchers using Cronbach’s alpha at 0.842 and 0.951, respectively. A total of 90 questionnaires were distributed, with 72 fully completed (80%) and returned. the Statistical Package for Social Sciences (SPSS) was employed to analyze the data, using the independent sample t-test and ANOVA. Also, Pearson productmoment correlations were used to measure the association between the variables. A p-value less than 0.05 was considered as significant.Results: As shown in Table 2, a statistically significant and positive correlation was found between the teachers’ reflective teaching scores and classroom assessment preference scores (r=0.473, P=0.001). This correlation was moderately high and positive, thus supporting that higher teacher reflective practices reflect a broader application of classroom assessment. The Table also shows that there was no significant correlation between the teachers’ attitudes toward reflective teaching and their uptake of strategy-based instruction (r=0.094; P=0.434). Similarly, there was no statistically significant correlation between the teachers’ attitudes toward classroom assessment preferences and their beliefs about strategy-based instruction (r=0.038, P=0.752). As shown, no statistically significant difference was observed between the teachers’ attitudes toward reflectiveteaching and their uptake of strategy-based instruction (P<0.05).Conclusion: This study draws attention to the need for teachers in EFL contexts, such as this, to have access to professional development opportunities that deeply engage and guide them to be reflective practitioners who can make the connections between assessment techniques, strategy-based instruction, and students’ improved language learning outcomes.

Letter to Editor

Replacing “Artificial Intelligence” with “Augmented Intelligence” for a more Informed and Responsible Use of Technology in Medical Education

KRISHNA MOHAN SURAPANENI

Volume 12, Issue 4 , October 2024, Pages 272-273

https://doi.org/10.30476/jamp.2024.103484.2008

Abstract

NA Read More

Letter to Editor

The Importance of Modification: An Imperative to Incorporate Machine Learning in Medical Education

FATEME JAVAHERI; NASRIN - KHAJEALI

Volume 12, Issue 4 , October 2024, Pages 274-275

https://doi.org/10.30476/jamp.2024.101389.1926

Abstract

Considering the increasing usage of Artificial Intelligence (AI) and Machine Learning (ML) in various specializations of medicine, it seems necessary to instruct our medical students ... Read More

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Volume & Issue: Volume 12, Issue 4, October 2024, Pages 215-275

Evolving Assessment in Medical Education: Exploring the Role of Open-Book Examinations

Abstract

Expectation and Needs of Medical Students Towards the Implementation of Virtual Simulation in Learning Rational Use of Medicine

Abstract

Estimating Students’ Academic Success in the Preclinical Stage of Undergraduate Medical Education Using the Admission Test Approach

Abstract

Evaluating the Effect of Scenario-Based Learning on the Knowledge, Attitude, and Perception of Nursing and Midwifery Students about Patient Safety

Abstract

Investigating the Effectiveness of Formative OSCE Combined with Visual Feedback in Improving Clinical Competence among Iranian Nurse Anesthesia Students: A Quasi-experimental study

Abstract

Iranian English as a Foreign Language (EFL) teachers’ professional development needs in educational contexts: Exploring the challenge of reflective practice

Abstract

Replacing “Artificial Intelligence” with “Augmented Intelligence” for a more Informed and Responsible Use of Technology in Medical Education

Abstract

The Importance of Modification: An Imperative to Incorporate Machine Learning in Medical Education

Abstract