ArticleAdvances in medical education and practice2025
Commercial Learning Platforms in UK Undergraduate Medical Education: A Qualitative Study of Benefits, Limitations, and Integration.
Article in Advances in medical education and practice, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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2 authors.
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Abstract
Objective: This study explores the reasons and methods by which medical students use Medical Educational Commercial Off-the-Shelf (MedED-COTS) learning platforms for exam preparation. It also compares student use of these platforms with institutional resources and identifies their benefits and limitations. Methods: A qualitative cross-sectional study was conducted at the University of Birmingham, UK, involving semi-structured focus groups with 5 medical students and 6 clinical teaching fellows (early career clinical instructors). Transcripts were analysed thematically using a deductive approach, with supplementary inductive coding to capture emerging themes. Results: Students reported that MedED-COTS were integral for exam preparation, often perceived as essential for success. Platforms were valued for accessibility, gamified features, and continuity with familiar strategies, such as working through past papers. Peer influence strongly shaped platform selection and use. Students highlighted the benefits of identifying knowledge gaps and flexible, self-directed learning opportunities. However, concerns were raised about subscription costs, equity of access, and the need to purchase multiple platforms. Clinical teaching fellows acknowledged the appeal of MedED-COTS but cautioned that oversimplification of complex topics risked undermining the development of deeper clinical reasoning skills. Conclusion: MedED-COTS play a prominent role in student learning but require careful integration with institutional resources to ensure balance between exam preparation and clinical reasoning development. Medical schools should provide guidance on appropriate use, address barriers of cost and equity, and consider how validated elements of these platforms could be incorporated into curricula. Given the small, exploratory sample from a single institution, findings should be interpreted as preliminary but highlight important directions for future, larger-scale research on the role of commercial learning platforms in medical education.
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