Medical students utilize several resources during their pre-clerkship curriculum. Usage of external resources has dramatically increased within the past decade. Understanding not only the type of resources used but why students prefer them is vital to assist in restructuring how institutions select core resources and improve student engagement. This focus session aims to explore the preferences of students regarding institutional versus third-party study materials along with addressing the major elephant in the room; majority of medical students do no read assigned literature. We hope to discuss how this phenomenon has evolve, is there a route to bring students back to assigned reading, and is this shift really all that problematic?

Findings from our institutional investigation on learning resources indicate students rarely or never use institutional readings, instead relying heavily on third-party resources. Majority of students believe supplemental third-party resources would increase their lecture engagement. This causes a divide between faculty and student perspective of readiness and comprehension of the assigned learning material. Strikingly, majority of students indicated that they did not utilize assigned textbook readings and more so believed investing time to read the content slowed the learner's ability to comprehend and retain the assigned concepts. In contrast, faculty believed the lack of use of these materials was indicative of less retention and appreciation of the topics. This focus is intended to address these contrasting concerns and identify mechanisms to optimized pre-assigned materials to be more compatable for the modern medical student.

Agenda & Methods

1. Introduction (20 minutes)
   Two forms: one for the learners in attendance and one for the faculty. The questions will focus on the perception of study tools and their use in the curriculum. The survey will also ask what tools they particularly prefer to use for studying. The goal is to highlight the wide range of strategies employed and highlight similarities and differences between each party. Data for both populations was previously collected at our institution and this will help us to prime the talking points.
2. Categorize common third-party software and how it is utilized by students for day to day preparation. (30 minutes)
   A small group discussion of these tools focused on faculty hesitation of the topic followed by a report out. Groups will report their findings and presenters will show data collected at their institution highlighting similarities and additional observations. The second discussion point will be focused on the benefits of third-party tools and how to focus their utility on a positive learning environment. Groups will report our findings and presenters will show data collected at their institution highlighting similarities and additional observations.
3. Discuss the impact of underutilization of classic resources including textbooks (30 minutes)
   Discuss data showing minimal to no utilization of textbook assignments. This conversation will explore types of learners (visual, kinesthetic, etc.). Groups will discuss implications of this shift and discuss the value of assigning non-traditional resources. Appropriating these third-party resources as institutional resources may increase buy-in with institutional sessions.
4. Q&A (10 minutes) - All presenters
   Time is allotted for free form conversation and questions to address lingering hesitations