Abstract
Medical school exams, like those by the National Board of Medical Examiners (NBME) and the United States Medical Licensing Examination (USMLE), assess essential knowledge and skills for safe patient care, essential for student advancement and securing competitive residencies. Understanding the correlation between exam scores and medical school performance, as well as identifying trends among high scorers, provides valuable insights for both medical students and educators. This review examines the link between study resources and NBME exam scores, as well as psychological factors influencing these outcomes. The focus is on identifying key factors, particularly study resources, that can improve medical student test scores. This literature review synthesizes research from the past 15 years on teaching methods, study resources, and academic success in medical education. While foundational knowledge and study techniques are widely agreed upon, there are gaps in evaluating specific approaches, alternative materials, and the integration of new educational technologies. Key findings from our review include the effectiveness of practice questions and spaced repetition for long-term retention, as well as the impact of prior academic performance and study strategies (e.g., question bank use) on Step 2 Clinical Knowledge (CK) scores. Factors like time management, self-testing skills, and structured preparation programs are crucial to success. Commercial resources like First Aid, UWorld, Boards and Beyond, and Pathoma are noted for their comprehensive support in exam preparation. Future research may offer insights to further optimize study strategies and improve performance.