ArticleMedical science educator2025
Impact of Commercial Third-Party Resource Integration on Preclinical Student Resource Use, Preferences, and Exam Performance.
Article in Medical science educator, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Association between ScholarRx Qmax question bank engagement and NBME CBSE and USMLE Step 1 performance.BMC medical education · 2026Article
- Traditionalist, supplementer, or reformer? medical student use of non-official curricular resources.International journal of medical education · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Purpose: To evaluate the impact of commercial third-party resource (TPR) integration into a preclinical curriculum and examine student perspectives on integrated versus non-integrated TPRs. Method: Rx Bricks™ (Bricks) was integrated as a preclinical content framework at the University of North Carolina School of Medicine for academic year 2023-2024. A single-group cohort study with multivariate linear and logistic regressions was used to assess the relationship between Bricks usage and academic performance. Cross-sectional voluntary surveys captured student resource use and perspectives. Results: Among 206 students, median Bricks usage remained above 95% but declined from 90 to 63% in the lowest-usage quartile. Bricks usage was associated with a 0.46% (95% CI 0.07-0.84%) increase in National Board of Medical Examiners (NBME) test score per 10% of assigned Bricks opened. Of 118 students surveyed, 55% reported using Bricks daily; however, other non-integrated resources were also frequently utilized. Students rated non-integrated resources as more efficient and exam-relevant ( Conclusions: Bricks usage was associated with modest academic benefits, but integration did not eliminate students' preference for non-integrated resources. Integration does not resolve tension between the formal curricula and TPRs, but it may enhance faculty resource allocation. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-025-02456-y.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.