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Randomised controlled trial of students access to resources in an examination

Assessment of healthcare professionals should be authentic to clinical practice. As clinicians regularly use resources in practice, similar resources should be available to those sitting assessment. There is limited information on the impacts of open‐book (resource) assessments on standard setting for use in high‐stakes assessments. This research aims to explore the effects on standard setting and student perceptions when open vs closed resources are available in high‐stakes assessment of medical students.