All tagged how to study
There is a wide range in quality of educational videos that learners navigate. A range in quality of content, production, and relevance. Whether you’re a student watching lecture videos for class, watching videos as a supplement to your regular coursework, or a life-long learner who simply wants to learn more about the world (and tuberculosis), I want to talk about two strategies that can help you learn more from videos.
I’ve learned so much about the tools, language, and strategies that medical students use and how those ideas can be adapted using effective strategies. I discuss the lessons I’ve learned about the limitations of research and efficient (not just effective) learning.
Self-regulated learning is particularly important in contexts like medical school where learners have to efficiently and independently learn large amounts of information. A recent study with medical students examined the effects of teaching about self-regulated learning and maintaining a learning diary on students’ self-regulated learning and course performance (2)
The research study I’m reviewing today tackles the issue of effectiveness vs. efficiency. In this series of studies, participants either received retrieval practice that was experimenter-controlled or the way that they wanted, which was typically to drop questions. Which one is better?
One of the most common metaphors to describe what the first few years of medical school is like is that it is like drinking water from a fire hose. There is an overwhelming amount of information that students need to learn, and need to learn fast. One of the areas that I help medical students with is in improving their notetaking to help them manage the “fire hose” of information.
We have occasionally received questions from educators about the SQ3R method and so I did some digging this week into the theoretical benefits of this method and the evidence to support its use.
