{"id":3161,"date":"2026-06-05T04:20:25","date_gmt":"2026-06-05T04:20:25","guid":{"rendered":"https:\/\/www.ijmhr.org\/IntJAnatRes\/?page_id=3161"},"modified":"2026-06-05T04:20:25","modified_gmt":"2026-06-05T04:20:25","slug":"ijar-2026-142","status":"publish","type":"page","link":"https:\/\/www.ijmhr.org\/IntJAnatRes\/ijar-2026-142","title":{"rendered":"IJAR.2026.142"},"content":{"rendered":"
<\/i> DOWNLOAD PDF<\/span><\/a><\/div><\/div><\/div>
<\/i> Table of Contents<\/span><\/a><\/div><\/div><\/div><\/div>\n

Type of Article:<\/strong> \u00a0Original Research<\/h3>\n

Volume 14; Issue 2 (June<\/strong>\u00a02026)<\/strong><\/h3>\n

Page No.:<\/strong> 9524-9531<\/h3>\n

DOI:\u00a0<\/strong>https:\/\/dx.doi.org\/10.16965\/ijar.2026.142<\/h3>\n

Perceptions of Phase-1 MBBS Students on Open Book (Resource) Formative Assessment in Enhancing Higher Order Thinking Skills<\/h3>\n

Swathi Poornima Chandaka *1<\/sup><\/strong>, Shivasakthy Manivasakan 2<\/sup><\/strong>.<\/p>\n

*1<\/sup> Professor and Head, Department of Anatomy, Dr Pinnamaneni Siddhartha Institute of Medical Sciences and Research Foundation, MHPE scholar, Institute of Health Professions Education, Sri Balaji Vidyapeeth, Puducherry, India. ORCiD:<\/strong> 0009-0004-8649-4060<\/p>\n

2<\/sup> Director, Institute of Health Professions Education, Professor, Department of Prosthodontics, Indira Institute of Dental Sciences, Sri Balaji Vidyapeeth, Puducherry, India. ORCiD: <\/strong>0000-0002-2925-0682<\/p>\n

Corresponding Author: <\/strong>Prof. (Dr) Swathi Poornima Chandaka, Department of Anatomy, Dr Pinnamaneni Siddhartha Institute of Medical Sciences and Research Foundation, MHPE scholar, Institute of Health Professions Education, Sri Balaji Vidyapeeth, Puducherry, India. E-Mail:<\/strong> swathi79poornima@gmail.com<\/p>\n

Abstract <\/strong><\/p>\n

Background:<\/strong> Contemporary medical education emphasizes critical reasoning and knowledge application rather than rote memorization. Open-book formative assessments (OBFA) provide an authentic approach that fosters analysis, synthesis, and problem-solving. However, evidence on their role in enhancing higher-order thinking skills (HOTS) among Phase-1 MBBS students in India remains limited. This study explored student perceptions of OBFA in fostering HOTS and identified its perceived benefits and challenges.<\/p>\n

Methods: <\/strong>A cross-sectional mixed-methods study using an explanatory sequential design was conducted among 137 Phase-1 MBBS students in Andhra Pradesh. Participants undertook both closed-book and open-book formative assessments in anatomy. Quantitative data from a validated questionnaire (Cronbach\u2019s \u03b1 = 0.707) and qualitative data from ten focus-group discussions (7\u20138 students each) were analyzed using descriptive statistics, correlation, and Braun and Clarke\u2019s thematic framework.<\/p>\n

Results: <\/strong>Mean scores improved significantly from closed-book (12.95 \u00b1 3.54) to open-book assessments (18.41 \u00b1 2.07; p < 0.001). Students perceived OBFA as enhancing critical thinking (3.91), application of anatomical knowledge (3.99), and analytical integration (4.09). It reduced anxiety (3.82) and promoted self-directed learning (3.99). Perception of OBFA strongly correlated with analytical integration (r = 0.71, p < 0.001). Themes reflected a shift from memorization to conceptual learning, improved problem-solving, and reduced stress, though time constraints and resource management posed challenges.<\/p>\n

Conclusions: <\/strong>OBFA fosters higher-order cognitive engagement, conceptual understanding, and independent learning among early-phase medical students. With appropriate orientation and faculty training, its integration with traditional methods can strengthen CBME-aligned assessment practices.<\/p>\n

Keywords:<\/strong> Open-Book Examination, Formative Assessment, Higher-Order Thinking Skills, Self-Directed Learning, Competency-Based Medical Education.<\/p>\n

REFERENCES<\/strong><\/p>\n

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\n \t Cite this article:<\/strong><\/span> Swathi Poornima Chandaka, Shivasakthy Manivasakan. Perceptions of Phase-1 MBBS Students on Open Book (Resource) Formative Assessment in Enhancing Higher Order Thinking Skills. Int J Anat Res 2026;14(2):9524-9531. DOI:\u00a0<\/strong>10.16965\/ijar.2026.142\u00a0 \n <\/div>\t\n\t\t\n\n\n

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Type of Article: \u00a0Original Research Volume 14; Issue 2 (June\u00a02026) Page No.: 9524-9531 DOI:\u00a0https:\/\/dx.doi.org\/10.16965\/ijar.2026.142 Perceptions of Phase-1 MBBS Students on Open Book (Resource) Formative Assessment in Enhancing Higher Order Thinking Skills Swathi Poornima Chandaka *1, Shivasakthy Manivasakan 2. *1 Professor and Head, Department of Anatomy, Dr Pinnamaneni Siddhartha Institute of Medical Sciences and Research Foundation,
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