Students frequently use a range of efficiency tools to document in the electronic health record, most commonly copying their own notes. Although the vast majority of students believe it is unacceptable to copy-paste from other providers, most have observed clinical supervisors doing so.

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There should be some limitation on resident work hours, with exact numbers to be determined by growing scientific knowledge about the effects of prolonged wakefulness. More study is needed, particularly in the area of psychiatric residency training.

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Objective The NBME Psychiatry Subject Examination (PSE) is used throughout North America to test MS–III end-of-clerkship knowledge; yet, literature on PSE preparatory methods remains sparse. This study assesses the effect of a curriculum intervention on NBME PSE scores. Method An optional 1.5-hour review session and accompanying fill-in-the-blank handout was offered to 62 MS–III students 3 days before their exam. Students who did not attend the session were e-mailed the handout with completed answers. The primary outcome measure was a change in scores, with students in the previous year serving as the control group. Results The average raw PSE score of students offered the review session was 84.53, versus 77.15 for matched controls (p <0.0001). The effect size for the intervention was 0.89. Conclusion This study may suggest that offering a comprehensive review session to third-year medical students 3 days before their NBME PSE significantly improves their scores.