Influence of open‐ and closed‐book tests on medical students' learning approaches

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.

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