The recent article by Makus et al. [1] on the use of non-traditional learning materials is an interesting and potential area of concern. While students should be encouraged to diversify their educational resources and have a multifaceted approach to study, what is the potential influence for this habit of medical students increasingly opting for unofficial learning resources?

Competitive medical entrance exams are high-stakes assessments with intense competition that significantly impact a student’s academic and professional future. Students often prepare intensively for months or even years to perform well and begin to sort non-traditional educational materials that are easier and faster to learn and have a wide range of questions that help them prepare for their exams compared to standardized textbooks as mentioned in the article.

The impact of competitive medical entrance exams on students’ preferences for non-traditional educational materials is a complex interplay of advantages and disadvantages. While resources like question banks, readily available notes and online courses can help and train students to perform better in exams, relying solely on non-traditional materials can encourage a “teaching to the test” approach, where students prioritize exam performance over a deep and comprehensive understanding of medical concepts.

Focusing exclusively on what’s covered in entrance exams can lead to a neglect of important topics that are not part of the standardized test, potentially hindering a student’s overall medical knowledge. Often, students are also found concentrating on entrance exam preparation more with these unofficial resources and tend to consider the traditional theory exams less important. Students become anxious and work more towards covering a diverse variety of questions. Some students may struggle to navigate the vast amount of non-traditional resources available, leading to information overload and confusion. Also, the quality of content in these materials is a question of concern. Medical students must be discerning in their choices to ensure they are learning from reliable sources.

Both curriculum assessment and competitive exams are complementary to each other. Theoretical knowledge forms the basis for clinical practice, and competitive exams assess a student’s understanding and preparedness to practice medicine. While the usage of non-traditional materials can be valuable tools for efficient exam preparation, they should be part of a balanced approach that includes a comprehensive understanding of medical concepts, practical skills, and the ability to adapt to the ever-evolving field of medicine. Students should use these materials as supplements to their traditional textbook learning, clinical experiences, and real-world medical education to become well-rounded healthcare professionals.