| Summary: | Engaging medical students in pre-class preparation continues to be a challenge for integrated and student-centered curricular models. If assigned readings are too lengthy, complex or poorly aligned with the in-class expectations then student pre-class engagement is diminished, and consequently so is the ability of the student to engage in the active classroom. Although much has been published on the rationale and necessity of pre-class materials (Parmelee and Michaelsen, 2010; Ewell and Rodgers, 2014; Shin and Brock, 2017), as well as the diversity of pre-class materials (Montemayor, 2002), faculty lack a resource that outlines how to generate such a resource. The gap in faculty development on this front can generate curricular frustration where faculty are aware the resource they are providing isn't ideal, student choose not to use it, and this negatively impacts the learning experience. Outlined here are 12 tips for generating pre-class materials that will promote enhanced learner preparation allowing for an elevated level of learning and reduced frustration for faculty and learners.
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