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First-year medical students often use external study resources for class exams, not licensing exams. Over-reliance on these resources may hinder academic performance and curriculum-aligned learning.

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Area of Science:

  • Medical Education
  • Student Learning Strategies
  • Academic Performance

Background:

  • Medical educators have long been interested in student use of external study resources.
  • The USMLE Step 1 transition to Pass/Fail in 2022 necessitates reevaluating external resource use.
  • External resources are presumed to be key for Step 1 preparation and general medical studies.

Purpose of the Study:

  • To investigate first-year medical students' external resource use patterns.
  • To evaluate motivations, preferences, and prioritization of external vs. class materials.
  • To assess the academic impact of external resource utilization.

Main Methods:

  • Longitudinal study design within a clinically oriented, organ systems-based curriculum.
  • Evaluation of student motivations for using external resources.
  • Analysis of resource prioritization and correlation with exam scores.

Main Results:

  • Students primarily used external resources for class exams, not licensing exams.
  • Prioritizing external resources over class materials showed a weak association with lower exam scores.
  • No correlation was found between the number of resources used and academic performance.

Conclusions:

  • External resources may not be essential for academic success in medical school.
  • Overreliance on external study materials could potentially detract from core curriculum learning.
  • Curriculum-aligned learning should be prioritized over extensive use of external resources.