Students’ Perception on Open-book Examinations in Self-directed Learning of Anatomy
Drakshayini B. Kokati, Maheshwari Myageri, B. R. JayaprakashAbstract
Background:
The present competency based medical curriculum proposed by medical council of India emphasizes key roles of an Indian medical graduate (IMG). Self- directed learning (SDL) is an important skill that IMG should acquire to meet the demands of dynamically changing and growing medical field. SDL is based on concept of adult learning and experiential learning by making use of resources with or without the help of others. An open book examination is one in which students are allowed to refer their notes, textbooks, and other approved material while answering questions. Open book examination (OBE) emphasizes learning out comes related to higher older cognitive skills. Beyond assessment of factual recall, OBEs may influence learning strategies, reduce examination-related anxiety, and foster critical thinking, problem-solving, and self-directed learning skills.
Aims and Objectives:
The present study aims to survey the composite impact of OBEs among Phase I MBBS students including their perceptions in study behaviors, stress levels, cultivation of critical thinking and SDL skills.
Materials and Methods:
The present cross-sectional study was conducted over a period of six months for Phase I MBBS students comprising of 100 students. The present study plan was split into two parts: A quantitative analysis using an online questionnaire to study the student experiences, stress, understanding, study strategies, and preferences, and a qualitative analysis based on semi open-ended questions. Focus group interviews were conducted using semi structured interview method with open ended questions for students who had taken OBEs to avoid bias. These interviews were conducted in isolation, recorded and transcripted. This extensive proposal, put together qualitative and quantitative analyses, provided a detailed view of students’ perspectives on OBEs.
Results:
The collected data reveals that 68% of students agreed that OBE encourages deeper critical thinking and analysis of the subject matter. In addition, 71% of students agreed that OBE requires less memorization, and 67% of students reported that OBE requires less time for preparation while 10% disagreed. Likewise, 70% of students agreed that OBE made them feel less anxious about examinations, and 83% of students agreed that well-structured and clearly framed questions were crucial in OBE. Similarly, 82% agreed that faculty should provide clear guidance on how effectively one has to approach OBE.92% of students agreed that they need to focus on understanding clinical scenarios to answer subject-related questions effectively. Moreover 88% agreed that selecting appropriate study materials is important for success in OBE. Regarding SDL in anatomy 67% of students agreed that OBE enhanced their SDL skills. The Cronbach’s alpha in the present study is 0.77. A high Cronbach’s alpha indicates that the questions are well-aligned and reliably measure satisfaction.
Conclusion:
Open-book examinations (OBEs) hold tremendous power to transform medical education by preparing students for the challenges of clinical practice. Future work needs to focus on refining the OBEs approach, but also consider developing intentional practice experiences that help students translate knowledge and skills into practice.