Exploration and Reflection on the Reform of the "Open Book Exam" in Organic Reactions for Drug Synthesis

Abstract

Objective: In the era of big data, the traditional “memorization - repetition” learning method is inadequate for addressing the vast and ever - evolving knowledge in courses such as “Organic Reactions for Drug Synthesis”. This article aims to explore how to shift students from “memorization - repetition” to “understanding - application” through educational reform and changes in assessment mechanisms, enabling them to adapt to a rapidly changing knowledge system. Methods: The study analyzed examination data from 9 classes over three consecutive years to assess the impact of implementing “open - book exams” in the “Organic Reactions for Drug Synthesis” course. In the first and third years, a closed - book examination was employed, which is a traditional method that tests studentsʼ ability to recall and apply knowledge without external resources. The second year introduced an open - book examination, the exam allow students to consult materials, promoting a deeper understanding of concepts and the flexible application of knowledge to solve practical problems. Results: The analysis revealed that open - book exams positively influenced studentsʼ ability to understand and apply concepts, fostering greater learning autonomy and creativity. However, issues such as over - reliance on materials and insufficient mastery of basic knowledge were also identified. Conclusion: By examining the “successes” and “failures”, this article offers valuable insights for reforming assessment methods in courses like “Organic Reactions for Drug Synthesis”. Continuous exploration and practice can help educators develop teaching and assessment approaches better suited to the current era, ultimately enhancing studentsʼ comprehensive skills and innovative abilities.