Exploring students' [pre-pandemic] use and the impact of commercial-off-the-shelf learning platforms on students' national licensing exam performance: A focused review - BEME Guide No. 72

Exploring students' [pre-pandemic] use and the impact of commercial-off-the-shelf learning platforms on students' national licensing exam performance: A focused review - BEME Guide No. 72

Commercial-off-the-shelf learning platforms developed for medical education (herein referred to as MedED-COTS) have emerged as a resource used by a majority of medical students to prepare for licensing examinations. As MedED-COTS proliferate and include more functions and features, there is a need f...

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Bibliographic Details
Published in:Medical teacher Vol. 44; no. 7; pp. 707 - 719
Main Authors: Hirumi, Atsusi, Horger, Luke, Harris, David M., Berry, Andrea, Daroowalla, Feroza, Gillum, Shalu, Dil, Nyla, Cendán, Juan C.
Format: Journal Article
Language:English
Published: England Taylor & Francis 03-07-2022
Taylor & Francis Ltd
Subjects:
BEME
Commercial learning platforms
Curricula
Extraction
focused review
Integration Studies
Learning
Licenses
Licensing examinations
Licensing Examinations (Professions)
Literature reviews
Medical education
Medical schools
Medical students
Methodological problems
national board exams
Pandemics
Standardized Tests
Students
Test preparation
focused review
national board exams
BEME
Commercial learning platforms
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Summary:Commercial-off-the-shelf learning platforms developed for medical education (herein referred to as MedED-COTS) have emerged as a resource used by a majority of medical students to prepare for licensing examinations. As MedED-COTS proliferate and include more functions and features, there is a need for an up-to-date review to inform medical educators on (a) students' use of MedED-COTS outside the formal medical school curriculum, (b) the integration of MedED-COTS into the formal curriculum, and (c) the potential effects of MedED-COTS usage on students' national licensing exam scores in the USA. Due to the limited number of studies published on either the use or integration of MedED-COTS, a focused review of literature was conducted to guide future research and practice. Data extraction and quality appraisal were conducted independently by three reviewers; with disagreements resolved by a fourth reviewer. A narrative synthesis was completed to answer research questions, contextualize results, and identify trends and issues in the findings reported by the studies included in the review. Results revealed consistent positive correlations between students' use of question banks and their licensing exam performance. The limited number of integration studies, combined with a number of methodological issues, makes it impossible to isolate specific effects or associations of integrated commercial resources on standardized test or course outcomes. However, consistent positive correlations, along with students' pervasive use and strong theoretical foundations explaining the results, provide evidence for integrating MedED-COTS into medical school curricula and highlight the need for further research. Based on findings, we conclude that students use exam preparation materials broadly and they have a positive impact on exam results; the literature on integration of MedED-COTS into formal curriculum and the use by students of resources outside of exam preparation is scant.
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ISSN:0142-159X
1466-187X
DOI:10.1080/0142159X.2022.2039380