Abstract
The choice of assessment format is instrumental in shaping our students’ learning behaviour and consequently, the learning outcome. It has been shown that high quality formative assessment has a positive effect on student learning both in general (Olson & McDonald, 2004) and specifically in pharmacy education (Andrew, 2000). Here at the Department of Pharmacy, the majority of formative assessments are administered as traditional closed-book paper-based examinations. While this in itself is not a problem, the inadvertently memory-intensive nature of our curriculum, coupled with a heavy academic semester schedule, can detract most students from enhancing their learning beyond the boundaries of their course materials while they prepare for course assessments. This learning gap is accentuated in applicationbased subjects, where concepts delivered in the classroom should enhance a deeper understanding and enable effective application of these concepts across real-life examples. Hence, the vast electronic information which is freely accessible to all becomes an untapped resource for supporting students’ learning.
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