Published
2024-02-14
Issue
Section
Original Reports
License
Copyright (c) 2024 Roy Long, Jeffery Fritz, Johnathon Neist, Beth Krippendorf, Amy Bingenheimer, Lisa Grill Dodson
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
All work in JRMC is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Student Usage of Supplemental Online Resources at a Regional Medical School Campus
Roy Long
Medical College of Wisconsin
Jeffery D Fritz
Medical College of Wisconsin-Central Wisconsin
Johnathon Neist
Medical College of Wisconsin
Beth B Krippendorf
Medical College of Wisconsin
Amy Bingenheimer
Medical College of Wisconsin
Lisa Grill Dodson
Medical College of Wisconsin-Central Wisconsin
DOI: https://doi.org/10.24926/jrmc.v7i1.5529
Keywords: on-line resources, medical students, supplemental, institutional license
Abstract
Medical students have self-reported the importance of online resources for learning course materials and for preparing for USMLE exams. However, reports describing the actual usage of online resources by medical students are less abundant. In this article, we report the actual usage of institutionally-provided online resources by first-year students from the Medical College of Wisconsin-Central Wisconsin (MCW-CW) regional campus. From 2017 through 2022, different cohorts of first-year students were provided access to three different online supplemental resources: Draw It to Know It (DITKI), Osmosis and Anatomy.TV (powered by Primal Pictures). Most of the students in the study accessed one or more online resources, but the extent to which students accessed each of these materials was highly variable. Based on self-reported data we expected more students to use these resources to a greater degree. Our results suggest that rather than purchasing institutional licenses to online resources, institutional funds might be better used in another manner, possibly by providing students a scholarship/stipend towards an individual license to an online resource for which the student can provide evidence of extensive use.
