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Screens in the back: Medical student perspective on curriculum engagement

Abstract Medical students in the United States are engaging less with formal classroom curricula. This shift in decreased attendance and participation is largely driven by an incentive structure in medical education focused on standardized test scores, research and letters of recommendation. In this essay, the authors describe the student experience of a preclinical lecture, struggling to balance learning about a patient with Alcohol Use Disorder with the demands of extracurricular expectations.