Resources for Medical Education Professionals
A Proposal for a Shared Medical School Curricular Ecosystem
Tao T. Le, MD, MHS, and Charles G. Prober, MD
New digital platforms are transforming learning in higher education and providing high-quality education content at little or no cost. Educators can now reach large, even global audiences. Yet, many medical schools continue to develop and maintain custom but duplicative curricular content despite having limited faculty and financial resources.
Study Behaviors and USMLE Step 1 Performance: Implications of a Student Self-Directed Parallel Curriculum
Jesse Burk-Rafel, MD, MRes, Sally A. Santen, MD, PhD, and Joel Purkiss, PhD
Medical students at one public institution engaged in a self-directed, “parallel” Step 1 curriculum using third-party study resources. Several study behaviors were associated with improved USMLE Step 1 performance, informing both institutional- and student-directed preparation for this high-stakes exam.
Student-directed retrieval practice is a predictor of medical licensing examination performance
Francis Deng, Jeffrey A. Gluckstein, Douglas P. Larsen
Medical students engage extensively in selfinitiated retrieval practice, often with spaced repetition. These practices are associated with superior performance on a medical licensing examination and should be considered for formal support by educators.
Curriculum planning challenges for medical educators include limited time, limited resources, and standardized curricular templates. We describe a low-cost comprehensive repository of medical curricular materials that are student-written and faculty-designed, and which can be customized to suit unique institutional curriculum needs.
Evaluation of Complementary Review Material in Enhancing Medical Student Learning
G.N. Waite, PhD, P. Lucchesi, PhD, C. Cerra, MD, J. Collins, and J. Szarek, PhD
We describe a pilot study, in which we provided second year medical students voluntary access to Step‐1‐level standardized curricular material, so‐called Bricks. We hypothesize that student performance will improve for Brick users and that the magnitude of improvement will be greater for low performers compared to high performers.
ScholarRx Research: USMLE-Rx Qmax as a Predictor of USMLE Outcomes
Jesse Burk Rafel, MD
How are USMLE-Rx Qmax usage and performance associated with USMLE performance when controlling for likely confounders, such as prior academic performance?
What can Lego teach us about Medical Education?
Tao Le, MD, MHS, YunXiang Chu, MD, PhD, Kristine Krafts, MD, and Catherine Johnson
ScholarRx will be a low-cost comprehensive UME repository of curricular materials and learning frameworks that can be rapidly deployed and customized to suit unique curriculum needs and goals.
The Effectiveness of ScholarRx© as a Supplemental Resource Following Formative Assessment in Undergraduate Medical Education
Elyssa Wiegand, Jeffrey Greene, PhD, and Kelly Quesnelle, PhD
High-quality, supplemental curricular resource materials like ScholarRx© can help students efficiently study specific areas of weakness. Students agree that these resources are focused, clear, and easy to use with many practice questions.