ArticlePharmacy (Basel, Switzerland)2023
Effects of Transition from Closed-Book to Open-Book Assessment on Students' Scores in a Pharmacokinetics Course.
Article in Pharmacy (Basel, Switzerland), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
3 citing papers in PubMed.
- Integrating the Triple Jump Exercise and gamification (G-Jump) to enhance learning outcomes among anesthesia students: a preliminary quasi-experimental study.BMC medical education · 2026Trial
- Effectiveness of virtual simulation-based pre-learning and the mediating role of metacognition in pharmacokinetics laboratory education.BMC medical education · 2026Article
- Unlocking learning: exploring take-home examinations andJournal of microbiology & biology education · 2025Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Closed-book summative assessment of student learning, common in pharmacy education, is challenging to administer in a remote setting due to the need for costly and intrusive monitoring technology. Therefore, open-book assessments without monitoring have been considered an alternative in remote settings. The present study investigated the effects of the transition from in-person closed-book to remote open-book format on the students' scores in different assessment categories in a Pharmacokinetics course. The students' performances in the transition cohort (Transition,
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Registered trials
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