THE EFFECTIVENESS OF OPEN BOOK ASSIGNMENTS IN ENHANCING LEARNING ACROSS BASIC AND CLINICAL MEDICAL SCIENCES: A MULTI YEAR MBBS PERSPECTIVE.

J Peop Univ Med Health Sci. 2025:15(2), 213-217. http://doi.org/10.46536/jpumhs/2024/15.02.643

Abstract

BACKGROUND: Deep learning and clinical reasoning may be limited by the traditional evaluation methods used in medical school, which frequently place an emphasis on rote memory. OBAs, or open book assignments, are a cutting-edge method of encouraging critical thinking, information integration, and real-world application. Although OBAs are being used in some areas, such as pharmacology, little is known about how they affect students from different years across disciplines. OBJECTIVES: To assess how well OBAs work in enhancing the academic performance, critical
thinking abilities, and learner satisfaction of MBBS students in their first through fourth years in the following important subjects: anatomy, physiology, biochemistry, pathology, pharmacology, and
community medicine.METHODS: At Suleman Roshan Medical College, a prospective, multidisciplinary study was carried out between September 2023 and January 2024. 320 MBBS students in all, 80 annually from first to fourth grade, took part. Students finished open-book assignments related to their courses in public health (Community Medicine), paraclinical (Pathology, Pharmacology), and basic science (Anatomy, Physiology, Biochemistry). Academic gains were quantified by pre- and post-assessment scores, while satisfaction and perceived benefits were assessed by surveys. RESULTS: The mean pre-assessment score was 66.9%, while the post
assessment score was 84.2%, indicating a significant improvement in overall academic performance (p < 0.001). The clinical application tasks in pathology and community medicine showed the greatest improvements. Feedback from students was very positive: 76% felt more prepared for making medical decisions in the real world, 85% said their critical thinking had improved, and 80% said they preferred OBAs over standard assessments. CONCLUSION: OBAs work well in a variety of MBBS
course levels and subjects. They encourage critical thinking, inter-subject integration, and greater comprehension. Future physicians' academic performance and professional preparedness may be improved by using OBAs as a regular formative tool.