Abstract
This ELI Brief describes a program at the Stanford University School of Medicine in which entering students received an iPad and PDF annotation software for use in their curriculum. Key goals of the initiative were to move towards a paperless model of content delivery; facilitate use of educational content and information in courses and labs; and explore the opportunities and challenges of standardizing mobile device use across the curriculum. Results indicated that although student adoption varied, a large proportion of students preferred the iPad to laptops and paper for taking notes and reviewing materials after class. Survey data from the program suggest that iPads are perceived as effective in clinical situations for accessing frequently-used library materials, organizing PDF documentation and readings, using apps for clinical calculators and quick reference, and patient education.