Research Article | Open Access
Volume 2025 - 1 | Article ID 265 | http://dx.doi.org/10.51521/IJSA.2025.25.10
Academic Editor: John Bose
Arjun
Malhotra, D.O.
Corresponding
Author: Arjun
Malhotra, Lake Erie College of Osteopathic Medicine, Erie, PA, 522 S Boston
Ave, Apt. 201, Tulsa, OK 74103, ORCID ID: 0000-0002-8523-9568.
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Right: 2025,
Arjun Malhotra. This is an open-access article distributed under the
terms of the Creative Commons Attribution 4.0 International License, which
permits unrestricted use, distribution and reproduction in any medium, provided
the original author and source are credited.
Citation: Arjun Malhotra,
(2025). Academic Resource Preferences for Medical Students Pursuing Orthopaedic
Surgery. Int J Surg Anesth, 1(1),01-05
This protocol is exempt from the requirements for Institutional Review Board review, ethics approval, and informed consent per the exemption at 45 CFR 46.104(d)(2), as indicated by the Lake Erie College of Osteopathic Medicine Institutional Review Board in Protocol #30-030 on 9/29/22.
ABSTRACT
Purpose:
This study explores the preferences of academic materials favored by medical
students pursuing orthopaedic surgery. It assesses how these resources are
perceived in terms of their utility in both pre-clinical education and clinical
rotations.
Methods:
Deidentified electronic surveys, using SurveyMonkey's web-based platform, were
distributed via national medical student orthopedic societies and medical
student orthopedic interest groups. The surveys included multiple choice
questions prompting respondents to rate their perceived usefulness of various
educational resources.
Results:
A consistent consensus was held that board reviews, question banks, and
flashcards are more useful than textbooks and lectures for pre-clinical
subjects. A similar pattern emerged for clinical rotation resources with direct
patient care, review resources, question banks, and flashcards being favored
over conventional instructional methods. Visual mnemonics demonstrated efficacy
in subjects demanding memorization-intensive efforts and most respondents believed
that visual mnemonics would be helpful in their orthopaedic studies.
Conclusion: Transitioning from conventional lecture-based instruction to dynamic, interactive learning approaches is a hallmark of modern medical education. This research provides strong evidence that medical students aspiring to become orthopaedic surgeons have a pronounced preference for active learning resources.
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