Impact of Commercial Third-Party Resource Integration on Preclinical Student Resource Use, Preferences, and Exam Performance

Makus D, Kashyap A, Labib M, Humphrey-Murto S. A Curriculum ignored? The usage of unofficial commercial and peer learning resources in undergraduate medical education at a Canadian medical school. MedSciEduc. 2023;33(6):1379–88. https://doi.org/10.1007/s40670-023-01899-5.

Article  Google Scholar 

Lawrence ECN, Dine CJ, Kogan JR. Preclerkship medical students’ use of third-party learning resources. JAMA Netw Open. 2023;6(12):e2345971. https://doi.org/10.1001/jamanetworkopen.2023.45971.

Article  Google Scholar 

Johansen PM, Celentano L, Wyatt AT, Johansen PM, Celentano L, Wyatt AT. The influence of COVID-19 on medical student resource preferences. Cureus. 2022;14(8):e28593. https://doi.org/10.7759/cureus.28593.

Article  Google Scholar 

Kann MR, Huang GW, Pugazenthi S, et al. Unlocking medical student success: a systematic review and meta-analysis of third-party resources used for medical education and USMLE board preparation. MedSciEduc. 2024;34(6):1603–22. https://doi.org/10.1007/s40670-024-02116-7.

Article  Google Scholar 

Barrison PD, Balczewski EA, Capellari E, Landis-Lewis Z, Vinson AH. Electronic flashcards in health professions education: a scoping review. Academic Medicine. https://doi.org/10.1097/ACM.0000000000005968. Published online November 27, 2024.

Burk-Rafel J, Santen SA, Purkiss J. Study behaviors and USMLE Step 1 performance: implications of a student self-directed parallel curriculum. Acad Med. 2017;92(11S):S67. https://doi.org/10.1097/ACM.0000000000001916.

Article  Google Scholar 

Bauzon J, Alver A, Ravikumar V, et al. The impact of educational resources and perceived preparedness on medical education performance. MedSciEduc. 2021;31(4):1319–26. https://doi.org/10.1007/s40670-021-01306-x.

Article  Google Scholar 

Mathai R, Patel S, Littman ER, Lo A, Yitzhak B, Hirumi A. Medical students’ perceptions and use of formal and informal curriculum resources. Cureus. 2024;16(1):e52454. https://doi.org/10.7759/cureus.52454.

Article  Google Scholar 

Matsko C, Cervantes J. Third-party resources: the new wave of medical education. MedSciEduc. https://doi.org/10.1007/s40670-024-02262-y. Published online December 20, 2024.

Hirumi A, Horger L, Harris DM, et al. Exploring students’ [pre-pandemic] use and the impact of commercial-off-the-shelf learning platforms on students’ national licensing exam performance: a focused review - BEME Guide No. 72. Med Teach. 2022;44(7):707–19. https://doi.org/10.1080/0142159X.2022.2039380.

Article  Google Scholar 

Pendergrast T, Chalmers Z. Anki Tagger: a generative AI tool for aligning third-party resources to preclinical curriculum. JMIR Med Educ. 2023;9: e48780. https://doi.org/10.2196/48780.

Article  Google Scholar 

Tackett S, Green D, Dyal M, et al. Use of commercially produced medical education videos in a cardiovascular curriculum: multiple cohort study. JMIR Med Education. 2021;7(4): e27441. https://doi.org/10.2196/27441.

Article  Google Scholar 

Buchanan BB, Allen GB, Pumphrey CM, Swaiti AR, Harris HM, Boyer PJ. Engaging medical students in the foundational curriculum using third-party resources. Med Teach. 2023;45(3):336–336. https://doi.org/10.1080/0142159X.2022.2102472.

Article  Google Scholar 

ScholarRx, LLC, MedIQ Learning, LLC. Rx Bricks. 2024. https://scholarrx.com/rx-bricks/

Le T, Bhushan V, Qiu C, Chalise A, Kaparaliotis P. First Aid for the USMLE Step 1 2024. McGraw Hill; 2024.

Kirkpatrick D, Kirkpatrick J. Evaluating training programs: the four levels. 3rd ed. Berrett-Koehler Publishers; 2006.

Rotellar C, Cain J. Research, perspectives, and recommendations on implementing the flipped classroom. Am J Pharm Educ. 2016;80(2): 34. https://doi.org/10.5688/ajpe80234.

Article  Google Scholar 

Boevé AJ, Meijer RR, Bosker RJ, Vugteveen J, Hoekstra R, Albers CJ. Implementing the flipped classroom: an exploration of study behaviour and student performance. High Educ. 2017;74(6):1015–32. https://doi.org/10.1007/s10734-016-0104-y.

Article  Google Scholar 

Wong K, Kapoor V, Tso A, et al. Environments, processes, and outcomes - using the LEPO framework to examine medical student learning preferences with traditional and electronic resources. Med Educ Online. 2021;26(1): 1876316. https://doi.org/10.1080/10872981.2021.1876316.

Article  Google Scholar 

Bagot Z. Advancing medical education by optimizing the use of formal and informal curriculum resources. University of Central Florida. 2022. https://stars.library.ucf.edu/etd2020/975/?utm_source=stars.library.ucf.edu%2Fetd2020%2F975&utm_medium=PDF&utm_campaign=PDFCoverPages.

Everitt JG, Johnson JM, Burr WH. Why your doctor didn’t go to class: student culture, high-stakes testing, and novel coupling configurations in an allopathic medical school. J Health Soc Behav. 2023;64(3):370–85. https://doi.org/10.1177/00221465221118584.

Article  Google Scholar 

Knopes J. Yields and rabbit holes: medical students’ typologies of sufficient knowledge. Med Anthropol. 2020;39(3):255–68. https://doi.org/10.1080/01459740.2019.1640220.

Article  Google Scholar 

Bhatnagar V, Diaz SR, Bucur PA, Bhatnagar V, Diaz S, Bucur PA. The cost of board examination and preparation: an overlooked factor in medical student debt. Cureus. 2019;11(3):e4168. https://doi.org/10.7759/cureus.4168.

Article  Google Scholar 

Baños JH, Pepin ME, Van Wagoner N. Class-wide access to a commercial Step 1 question bank during preclinical organ-based modules: a pilot project. Acad Med. 2018;93(3):486. https://doi.org/10.1097/ACM.0000000000001861.

Article  Google Scholar 

Comments (0)

No login
gif