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Purpose <p>To evaluate the impact of commercial third-party resource (TPR) integration into a preclinical curriculum and examine student perspectives on integrated versus non-integrated TPRs.</p> Method <p>Rx Bricks™ (Bricks) was integrated as a preclinical content framework at the University of North Carolina School of Medicine for academic year 2023–2024. A single-group cohort study with multivariate linear and logistic regressions was used to assess the relationship between Bricks usage and academic performance. Cross-sectional voluntary surveys captured student resource use and perspectives.</p> Results <p>Among 206 students, median Bricks usage remained above 95% but declined from 90 to 63% in the lowest-usage quartile. Bricks usage was associated with a 0.46% (95% CI 0.07–0.84%) increase in National Board of Medical Examiners (NBME) test score per 10% of assigned Bricks opened. Of 118 students surveyed, 55% reported using Bricks daily; however, other non-integrated resources were also frequently utilized. Students rated non-integrated resources as more efficient and exam-relevant (<i>p</i> &lt; 0.01) than integrated resources, though ratings of accuracy and clinical relevance were similar.</p> Conclusions <p>Bricks usage was associated with modest academic benefits, but integration did not eliminate students’ preference for non-integrated resources. Integration does not resolve tension between the formal curricula and TPRs, but it may enhance faculty resource allocation.</p>

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

  • 期刊论文

  • 发表日期：

    2025年7月11日

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  • Hartlee Lidsky,
  • Jeevun Kansupada,
  • Tanvi Saran,
  • Kurt Gilliland,
  • Anna Jenkins,
  • Emily Moorefield,
  • Kathleen Barnhouse,
  • Evan Raff

摘要

Purpose

To evaluate the impact of commercial third-party resource (TPR) integration into a preclinical curriculum and examine student perspectives on integrated versus non-integrated TPRs.

Method

Rx Bricks™ (Bricks) was integrated as a preclinical content framework at the University of North Carolina School of Medicine for academic year 2023–2024. A single-group cohort study with multivariate linear and logistic regressions was used to assess the relationship between Bricks usage and academic performance. Cross-sectional voluntary surveys captured student resource use and perspectives.

Results

Among 206 students, median Bricks usage remained above 95% but declined from 90 to 63% in the lowest-usage quartile. Bricks usage was associated with a 0.46% (95% CI 0.07–0.84%) increase in National Board of Medical Examiners (NBME) test score per 10% of assigned Bricks opened. Of 118 students surveyed, 55% reported using Bricks daily; however, other non-integrated resources were also frequently utilized. Students rated non-integrated resources as more efficient and exam-relevant (p < 0.01) than integrated resources, though ratings of accuracy and clinical relevance were similar.

Conclusions

Bricks usage was associated with modest academic benefits, but integration did not eliminate students’ preference for non-integrated resources. Integration does not resolve tension between the formal curricula and TPRs, but it may enhance faculty resource allocation.