Effects of a blended design of closed-book and open-book examinations on dental students' anxiety and performance.

Background: While closed-book examinations (CBEs) have traditionally been implemented in dental education, open-book examinations (OBEs) are being introduced for the purpose of acquiring higher levels of knowledge and promoting long-term memory. This study examines whether it is effective to use a blended assessment of CBEs and OBEs for dental students to reduce test anxiety and enhance academic performance.

Methods: Using a quasi-experimental research method, a blended assessment that combined CBEs in class and OBEs online was designed for a dental course.