Self-Reported Influence of Internal and External Resources and Class Attendance on Medical Students’ Pre-Clerkship Performance

Abstract Medical students employ various learning strategies to master medical knowledge content. It remains uncertain whether these different approaches impact performance differently between female and male students. In a two-pass, predominately lecture-based biomedical science curriculum (pre-clerkship), end-of-course survey responses (related to resource utilization and attendance), video capture viewing time, and course performance were analyzed. Between females and males, there was a significant but modest difference in attendance, resources used, and viewing time in several courses with no difference in overall course grades. Our results indicate that use of various learning resources and attendance patterns are not detrimental to medical knowledge acquisition.