Abstract
CONTEXT
Two learning approaches are consistently distinguished in the literature: deep and surface learning. The deep learning approach is considered preferable. Open-book tests are expected to stimulate deep learning and to offer a possible way of handling the substantial growth in medical knowledge. In this study we test the hypothesis that open-book tests stimulate deep learning more than closed-book tests.
METHODS
Medical students in Years 2 (n = 423) and 3 (n = 306) participated in this study. They evaluated their preparation for open- and closed-book tests using the test for Deep Information Processing (DIP). This questionnaire consists of 24 items divided into three subscales: Critical Reading; Broaden One's Context, and Structuring. A paired t-test was used to analyse the data.
RESULTS
Both cohorts scored significantly higher when preparing for closed-book tests for the overall DIP score and on the Broaden One's Context and Structuring scales. Year 3 students also scored significantly higher on the Critical Reading scale when preparing for closed-book tests. Gender differences were found: women used deeper learning approaches than men.
CONCLUSIONS
Our hypothesis was not supported. In fact, the opposite was found: closed-book tests stimulated a deep learning approach more than open-book tests. Three possible explanations are: deep learning is particularly necessary for remembering and recalling knowledge; students feel more confident when preparing for closed-book tests, and students are more motivated to study for closed-book tests. The debate on the concept of deep learning in higher education should probably be renewed.
TY - JOUR
T1 - Influence of open- and closed-book tests on medical students' learning approaches.
AU - Heijne-Penninga,Marjolein,
AU - Kuks,Jan B M,
AU - Hofman,W H Adriaan,
AU - Cohen-Schotanus,Janke,
PY - 2008/10/1/pubmed
PY - 2008/11/18/medline
PY - 2008/10/1/entrez
SP - 967
EP - 74
JF - Medical education
JO - Med Educ
VL - 42
IS - 10
N2 - CONTEXT: Two learning approaches are consistently distinguished in the literature: deep and surface learning. The deep learning approach is considered preferable. Open-book tests are expected to stimulate deep learning and to offer a possible way of handling the substantial growth in medical knowledge. In this study we test the hypothesis that open-book tests stimulate deep learning more than closed-book tests. METHODS: Medical students in Years 2 (n = 423) and 3 (n = 306) participated in this study. They evaluated their preparation for open- and closed-book tests using the test for Deep Information Processing (DIP). This questionnaire consists of 24 items divided into three subscales: Critical Reading; Broaden One's Context, and Structuring. A paired t-test was used to analyse the data. RESULTS: Both cohorts scored significantly higher when preparing for closed-book tests for the overall DIP score and on the Broaden One's Context and Structuring scales. Year 3 students also scored significantly higher on the Critical Reading scale when preparing for closed-book tests. Gender differences were found: women used deeper learning approaches than men. CONCLUSIONS: Our hypothesis was not supported. In fact, the opposite was found: closed-book tests stimulated a deep learning approach more than open-book tests. Three possible explanations are: deep learning is particularly necessary for remembering and recalling knowledge; students feel more confident when preparing for closed-book tests, and students are more motivated to study for closed-book tests. The debate on the concept of deep learning in higher education should probably be renewed.
SN - 1365-2923
UR - https://www.unboundmedicine.com/medline/citation/18823515/Influence_of_open__and_closed_book_tests_on_medical_students'_learning_approaches_
L2 - https://doi.org/10.1111/j.1365-2923.2008.03125.x
DB - PRIME
DP - Unbound Medicine
ER -
