The project evaluated an online, authentic, case-based, open-book assessment designed to assess students’ clinical reasoning. It examined both the effectiveness of the assessment format and the learning strategies students used in preparation. Two studies were conducted: a mixed-methods study investigating the assessment’s utility and a qualitative study exploring its influence on student learning. The findings informed a faculty guide and workshop outlining key design principles and practical considerations for implementation. Results were disseminated through conference presentation and prepared for publication in peer-reviewed journals, contributing evidence on authentic online assessment, clinical reasoning, and the impact of open-book formats on learning.