# What role do traditional pharmacology textbooks play in medical students’ education and exam preparation?

## TL;DR

This study explores how medical students in Germany use traditional pharmacology textbooks versus digital platforms for exam preparation.

## Contribution

The study identifies the declining role of traditional textbooks and factors influencing students' preference for digital learning tools.

## Key findings

- 19% of students primarily use textbooks, while 30% rely on digital platforms.
- Students cite limited interactivity and lack of clinical applicability as reasons for avoiding textbooks.
- There is a demand for more concise, visual, and clinically relevant content in pharmacology materials.

## Abstract

Textbooks have traditionally been a central component of medical education. However, with the rise of digital learning platforms such as AMBOSS and Via Medici, questions have arisen regarding the current relevance of traditional pharmacology textbooks in the study habits of medical students. This study aims to assess the extent to which textbooks are used for exam preparation, identify the most frequently used titles, and explore the factors influencing a shift toward alternative learning methods. An anonymous nationwide online survey was conducted among medical students in Germany from the fifth semester onward. The frequency of textbook usage was assessed quantitatively, while popular textbook choices and motivations for using digital resources were analyzed qualitatively. The findings indicate that while traditional textbooks are still in use, their importance is decreasing relative to digital learning platforms. Nineteen percent of participants reported using textbooks as a primary learning resource, while around 30% primarily relied on digital platforms. Frequently cited reasons for reduced textbook use included the additional time investment required, limited interactivity, and lack of clinical applicability. Moreover, many students expressed a preference for more concise and comprehensible content, including mnemonics, as well as more effective visual representation through tables and illustrations. The present findings underscore the necessity for pharmacology textbooks to evolve with students’ learning preferences. At the same time, there is potential for improvement, particularly in terms of instructional design and the focused delivery of exam-relevant material. This study provides insights for the future development of teaching materials in medical education.

The online version contains supplementary material available at 10.1007/s00210-025-04459-3.