Purpose
The curriculum at Texas Tech University Health Sciences Center School of Medicine is divided into a two-year learning phase and a two-year clinical clerkship phase. The learning phase comprises two foundational blocks followed by five organ system blocks, each emphasizing the physiology and pathology of specific organ systems. Endocrinology, including the majority of diabetes-related instruction, is primarily addressed in the fifth organ system block (OS5) at the conclusion of the student's second year. However, the current curriculum structure is not optimally aligned with the extensive systemic effects of diabetes on the human body. This study aims to investigate the impact of integrating diabetes-focused educational resources across all organ system blocks on students' comprehension and retention of diabetes-related concepts. The primary hypothesis posits that students engaging with these resources will demonstrate an enhanced understanding of diabetic endocrinology in OS5. A secondary hypothesis asserts that these students will exhibit improved integration of diabetes knowledge across organ systems, benefiting not only the final organ system but also preparation for USMLE Step 1.

Methods
For each organ system block, tailored diabetes educational resources were developed to address diabetes' effects on the respective organ system. These resources include pre- and post-quizzes, high-yield fact sheets, and case studies featuring practice problems and rationales.

Results
As OS5 begins in the spring, data on its integration remain forthcoming. Preliminary results from pre- and post-quizzes for earlier blocks indicate consistent increases in mean scores and KR-20 reliability. To evaluate the relationship between resource engagement and endocrinology performance in OS5, paired sample t-tests and correlation analyses will be conducted.

Conclusions
Students utilizing these resources have demonstrated greater comprehension of diabetes in individual organ systems. Further analysis will clarify the relationship between resource usage and the integration and retention of diabetes-related knowledge.