All tagged how to study
In this week’s post, Cindy and I (Althea) talk about our work with medical student learners. We have both worked for medical schools for a little over a year now and we’ve learned some things! We discuss common challenges for learning in medical school, efficient learning strategies, learning in the context of attentional disorders and anxiety, and what it means to prepare future healers.
Many educators use exam wrappers as a way to increase metacognition in their students. In a recently published article, the authors took exam wrappers one step further and sent students to our blog to learn more about retrieval practice and metacognition...
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?
