Purpose
Medical students continue to face challenges as they navigate medical school, especially from preclinical to clinical education, requiring shifts in study strategies, preferences in instructional methods, and utilization of resources. Along with those changes, evolution in individual study preferences, such as solo versus group learning, play a crucial role in learning outcomes. Understanding these dynamics could expand curricular improvements and continue to support individualized learning.

Methods
A 9-question survey was distributed among all medical students at Western Michigan University Homer Stryker M.D. School of Medicine (WMed) using REDCap. Students provided data on their study preferences (e.g., solo vs. group learning), effectiveness ratings of instructional methods (e.g., lectures, simulations), and utilization of study techniques (e.g., flashcards, practice questions). Data was analyzed across academic years to identify trends, and patterns with utilization of external resource reliance and time investment.

Results
123 students completed the survey (32 M1, 39 M2, 23 M3, and 29 M4). Preliminary analyses reveal distinct trends in study preferences and resource utilization. Solo learners favored asynchronous methods, such as recorded lectures and external practice questions, particularly during the clinical years. Group learners rated active and collaborative learning methods (e.g., team-based learning and simulations) as more effective. Usage of external resources, such as UWorld and Pathoma, significantly increased during the clinical years, reflecting a shift toward self-directed, application-focused learning.

Conclusions
This study highlights the interaction between student study preferences. Variability in study method ratings, and study technique utilization across the medical education continuum is a marker on the individuality of the student. Findings suggest the need for flexible, multimodal curricular resources that cater to diverse learner profiles. This research helps find ways to support educational approaches and increasing learner satisfaction during the various difficult stages of medical school training.