Faculty Educator Perspectives on Curriculum Reform and Student Use of Commercial Learning Resources in U.S. Preclinical Medical Education: A Structured Narrative Review

Preclinical medical education in the United States is being reshaped by curriculum reform and increasing student reliance on commercial learning resources (CLRs), altering traditional faculty-student dynamics. The purpose of this structured narrative review is to synthesize the existing literature on faculty educator perspectives regarding the intersection of student CLR utilization and institutional curriculum reform in United States preclinical medical education. While prior literature has examined student CLR use and curriculum redesign separately, this structured narrative review synthesizes their interplay through a faculty-centered lens to inform strategies for stronger faculty-student engagement and more effective curricular approaches by institutions. This review synthesizes twenty-one studies examining faculty perspectives on these changes, focusing on teaching adaptation, motivation, and the impact of self-directed learning. The literature suggests that while students turn to external resources for efficiency and board preparation, faculty often experience reduced autonomy and engagement amid standardized curricula and shifting attendance patterns. The findings underscore the importance of involving faculty in curricular decision-making and providing structured support to better align institutional teaching approaches with evolving student learning behaviors.