Medical education cyclically faces curricular disruptions that create opportunities for improved efficiency and enhanced learning — and, just as legitimately, apprehension and caution in adoption. We propose a shared development model for course review that moves beyond superficial end-of-course evaluations to triangulate how students actually prepare for course exams and licensing boards — and how well course design reflects it. This model pairs informational student focus groups with in-depth faculty needs assessments anchored to the resources students themselves identify. Rather than assuming what either group knows or needs, the paired conversations surface how students actually prepare, how familiar faculty are with the tools shaping that preparation, and where hesitation or barriers exist — with deliberate room for concern as well as interest, so that faculty perspectives shape the response. We illustrate the model through its application in a Clinical Medicine course at an Osteopathic Medical School. An emergent theme we will discuss is how to evaluate and adjust the skillsets of students and faculty alike, building shared literacy in the tools students already use and strategies for informed, intentional continuous quality improvement. Attendees will leave with our approach, sample questions from both conversations, and a low-cost, replicable process that enhances student and faculty development together.