Background: Take home, or open-book, examinations (OBE) are designed to be completed at a location of student choice, whilst providing comprehensive assessment of learning outcomes. Supporters of OBE refer to their authenticity, in that they reflect real-world practice where use of external resources is routine and encouraged. A contrasting view is that efficient practice requires a solid base of knowledge upon which to draw. The aim of this evaluation was to elicit learners’ perceptions of the open-book, unproctored examination approach; we sought student views on authenticity, assessment preparation, use of resources, and anxiety. Methods: Quantitative and qualitative data were gathered using an online, self-administered survey. We sought...
The authors describe their personal experience of responding to changing perceptions of best practic...
Aims: To evaluate the self-perceived preparedness of final year dental undergraduate students in the...
Introduction: The outbreak of COVID‐19 necessitated a move to online teaching and assessment. The o...
Background: Take home, or open-book, examinations (OBE) are designed to be completed at a location o...
Background While closed-book examinations (CBEs) have traditionally been implemented in dental ed...
Introduction The COVID-19 pandemic resulted in substantial global disruptions, with many universitie...
Background While closed-book examinations (CBEs) have traditionally been implemented in dental educa...
From PubMed via Jisc Publications RouterHistory: received 2020-10-27, accepted 2020-12-17Publication...
Introduction: COVID-19 has profoundly affected dental undergraduate teaching and assessment. The ...
Student-centered education requires timely identification of professional students not progressing a...
Introduction: Objective structured clinical examinations (OSCEs) are an essential examination tool w...
Background: Case presentation assessment is common in both medicine and dentistry and is known under...
Objective Structured Clinical Examinations (OSCEs) are widely used in dental undergraduate assessmen...
Introduction: The purpose of the study was to describe the integration of self-assessments into the ...
The National Board Dental Hygiene Examination is often approached with concern and anxiety, especia...
The authors describe their personal experience of responding to changing perceptions of best practic...
Aims: To evaluate the self-perceived preparedness of final year dental undergraduate students in the...
Introduction: The outbreak of COVID‐19 necessitated a move to online teaching and assessment. The o...
Background: Take home, or open-book, examinations (OBE) are designed to be completed at a location o...
Background While closed-book examinations (CBEs) have traditionally been implemented in dental ed...
Introduction The COVID-19 pandemic resulted in substantial global disruptions, with many universitie...
Background While closed-book examinations (CBEs) have traditionally been implemented in dental educa...
From PubMed via Jisc Publications RouterHistory: received 2020-10-27, accepted 2020-12-17Publication...
Introduction: COVID-19 has profoundly affected dental undergraduate teaching and assessment. The ...
Student-centered education requires timely identification of professional students not progressing a...
Introduction: Objective structured clinical examinations (OSCEs) are an essential examination tool w...
Background: Case presentation assessment is common in both medicine and dentistry and is known under...
Objective Structured Clinical Examinations (OSCEs) are widely used in dental undergraduate assessmen...
Introduction: The purpose of the study was to describe the integration of self-assessments into the ...
The National Board Dental Hygiene Examination is often approached with concern and anxiety, especia...
The authors describe their personal experience of responding to changing perceptions of best practic...
Aims: To evaluate the self-perceived preparedness of final year dental undergraduate students in the...
Introduction: The outbreak of COVID‐19 necessitated a move to online teaching and assessment. The o...