We investigated the feasibility and students' acceptance of Internet-based videoconferencing as a communications method during examinations. Thirty-nine second-year dental students took an interactive examination in periodontology, comprising self-assessment, essay writing, discussion and feedback. The students were randomly divided into two groups , which were examined through the standard classroom procedure (n=15) or through Internet-based videoconferencing (n=24). Students evaluated the experience using a standardized questionnaire. The technology proved to be reliable. The interactive examination technique was well accepted, although there was significantly less satisfaction in the videoconference group (p,0.01). There were no significant differences in the performance of students between the two modalities. Interaction was stressed as one of the major strengths of the examination by students in the conventional group, but it appeared to be less appreciated by the videoconference group. Internet-based videoconferencing can successfully facilitate a highly structured assessment, although students seem to prefer classroom assessment.