Soleiman Ahmady - Department of Medical Education, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
Nahid Zarifsanaiey - Department of E-Learning in Medical Sciences, Virtual School and Center of Excellence in e-Learning, Shiraz University of Medical Sciences, Shiraz, Iran
Zahra Karimian - Department of E-Learning in Medical Sciences, Virtual School and Center of Excellence in e-Learning, Shiraz University of Medical Sciences, Shiraz, Iran
Sara Shahbazi - Department of Medical Education, Vice of Center for Recruitment and Affairs of Academic Members and Elites, Shahrekord University of Medical Sciences, Shahrekord, Iran

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 ۲۰۱۹ to August ۲۰۲۲. 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.

Medical education, Open-book online examination, Perspectives, Evaluation