Depends on context, purpose, and content. This much is true, though: unless one is actively engaged on a deep level, not much will be retained long term. #meded
Perfect! I am a bit of an atypical researcher, but I'm trying to do things change minds, hearts, and perceptions. Lately been looking at #SeriousGames for co-educating trainees/nurses/docs! #MedEd ideas applied to continuing ed!
T1- I️ think this is a tough question. Like what kind of shoes should med students wear. Or what should med students eat for dinner. Best answer is different from student to student. #meded
Nothing causes info to "stick" more than a real life encounter or experience. As in many fields, this is also true in #medicine where each patient a #medstudent or #resident encounters is an opportunity to learn while caring for them. #MedEd
Nothing causes info to "stick" more than a real life encounter or experience. As in many fields, this is also true in #medicine where each patient a #medstudent or #resident encounters is an opportunity to learn while caring for them. #MedEd
T1 Many med schools have patient-simulation built into early curriculum in the pre-clinical years. This is a student's chance to test out their exam skills, diagnostics, and communication tools. #MedEd
T1 Many med schools have patient-simulation built into early curriculum in the pre-clinical years. This is a student's chance to test out their exam skills, diagnostics, and communication tools. #MedEd
T1: Once a #medstudent told me how he tries to understand the process to everything & reason it out. He was average. He was getting lost in the forest. 1/2 #meded
I think we can do a lot to council and guide this type of learner who has likely lost focus on the end goal of providing excellent patient care. Tests are important but the patient needs to stay at the center of #meded
Simulated encounters, case-based vignettes, other patient stories can be surrogates. We could do better to develop and share high-quality examples in #meded
T1: Once a #medstudent told me how he tries to understand the process to everything & reason it out. He was average. He was getting lost in the forest. 1/2 #meded
T1: So I suggested he focus on a few resources (pretest & case files) and memorize key points (trees) on each topic. I quizzes him on the trees over & over (croup v bronchiolitis, aom bacteria), then expanded. He aced the shelf exam. 2/2 #meded
T1: Like so many things in life. If it ain't broke, don't fix it. If your current strategy gets you good grades, then keep going. If not, then seek out a different study strategy. #meded
T2 I think group studying done in a focused manner is probably best, however there are strategies for a solo learner to employ retrieval practice too #meded
Devil is in the details; if the student is elaborating their knowledge and experiencing, wrestling, and resolving cognitive dissonance, then it's good. Could happen through either route. #meded
I would argue we need to look for more than good grades. I’ve met a number of people who were great test takers and struggled clinically. I think we need to teach them how to think and learn differently #meded
Group study has its place.
Solo study: good for learners to gain exposure to learners to breadth of knowledge.
Group study: good for learners to explore depth of knowledge.
T2 #meded@MedEdChat
Group study has its place.
Solo study: good for learners to gain exposure to breadth of knowledge.
Group study: good for learners to explore depth of knowledge.
T2 #meded@MedEdChat
T2 #meded The most basic method I think would be to just answer practice questions, flashcards also seem to fit the process of retrieval practice @MedEdChat
In reply to
@MedEdChat, @laurenlicatino, @MedEdChat
T2: Index cards- did them on the bus/train, stationary bike!! Also, I learn best by doing questions, that's why my favorite two series to study with for my clerkships were case files & pretest. #meded
T2: we had a team of 3, the “brain trust”, we weren’t necessarily the smartest, but we never failed, we learned a lot and 25 yrs later, we are still bonded #MedEd
T2: subvocalization while solo studying can be just as effective as vocalization in group learning - either way it is important to "speak up" /rehearsal for memory #meded
T2: we had a team of 3, the “brain trust”, we weren’t necessarily the smartest, but we never failed, we learned a lot and 25 yrs later, we are still bonded #MedEd
I meant good grades as in being able to apply the knowledge on the wards too. True, good test scores doesn't translate into critically thinking a about differential dx and treatment plan. #meded
T2 #meded Do you recommend vocalizing that is elaborating on material? I've advised students who simply read their notes aloud, which is not the same as retrieval or elaboration.
T1: Being a student =finding your own "most effective way". No most effective way which applies to all. By grad/med school should be developed & tested 4effectiveness + efficiency...then honed #meded
T2 #meded Do you recommend vocalizing that is elaborating on material? I've advised students who simply read their notes aloud, which is not the same as retrieval or elaboration.
Question games are good - ie cultivating further inquiry through group refinement of a question or responding to a question by always asking a new one. #meded
What I think is challenging is the evidence that suggests learners of all levels often have very poor insight into what is most effective learning strategy #meded
We do a critical thinking course to practice habits of mind related to good questions: curiosity, open mindedness, intellectual humility, balanced skepticism, metacognition. #meded
Topic 3: Metacognition includes a critical awareness of a) one's thinking and learning and b) oneself as a thinker and learner. To help students realistically reflect on their study practices, what advice would you give? #meded
Topic 3: Metacognition includes a critical awareness of a) one's thinking and learning and b) oneself as a thinker and learner. To help students realistically reflect on their study practices, what advice would you give? #meded
Agree, difference between reading out loud (string of words/oration/4 audience) vs. phological-loop ~ discussing (subvoc) when reading/rationalization to yourself. ex: close your eyes & subvoc recipe for baking cookies 🍪 ;) #meded
T2 #meded Do you recommend vocalizing that is elaborating on material? I've advised students who simply read their notes aloud, which is not the same as retrieval or elaboration.
Topic 3: Metacognition includes a critical awareness of a) one's thinking and learning and b) oneself as a thinker and learner. To help students realistically reflect on their study practices, what advice would you give? #meded
I think I studied more in parallel than a true group, but having them there was beyond essential for resilience. Now have a group of best friends. Camaraderie at #MCW hard to match
Now, THAT was a fun call shift! Under awesome supervision of @drlauraduggan, I tried her airway topicalization technique and did an awake fibreoptic scope on myself (!!) Video proof! 1) lido 5% paste to back of tongue 2) lido 4% through atomizer to nare 3) self scope! #nicecords
T3: As an attending, I feel that it's my role to give frequent feedback. That's a chance for the student to reflect, do their impressions match mine. What can they do differently to meet my expectations. #meded
Topic 3: Metacognition includes a critical awareness of a) one's thinking and learning and b) oneself as a thinker and learner. To help students realistically reflect on their study practices, what advice would you give? #meded
T3 #meded When elaborating on what they're learning they can use notes to check if they were on the right path. Gives them a chance to see where thinking went off course.
Went to a transformative talk by Saundra McGuire (@Metacog1) on this very topic.
Ever since, I’ve been coaching my students to “play professor” and state what THEY would ask someone on an exam and then organize their studying based on this.
T3 #MedEd@MedEdChat
We do a critical thinking course to practice habits of mind related to good questions: curiosity, open mindedness, intellectual humility, balanced skepticism, metacognition. #meded
T3: ive given learners specific books “make it stick: the science of successful learning” then asked how it applied or didn’t. N=2, one read and enjoyed, one was unimpressed and didn’t read #meded
To clarify my Q:
A learner’s objective in asking a Q is to to clarify/gain knowledge.
An educator’s objective in asking a Q is to clarify/assess knowledge.
There is an art to asking each of these distinct objective-based Qs.
#MedEd
T3: 1st Advice: Reflect on this. Most students (I was) r 2 absorbed while trying to learn ...to invest time to max learning efficiency and effectiveness. #meded
Topic 3: Metacognition includes a critical awareness of a) one's thinking and learning and b) oneself as a thinker and learner. To help students realistically reflect on their study practices, what advice would you give? #meded
Sometimes learners focus on "just give me the facts" in the name of efficiency. We need to help them discover the fallacy of this line of thought. #MedEd
As educators, we have to model #reflection and how we #deliberately make time for it. On floors, I try to make sure I build in some time for it, even if it’s “What did u get out of today? And if there is anything u would like do differently tmrw?” #MedEd
Learn from the master Amal Mattu in this hands-on workshop - identify, distinguish, and manage critical arrhythmias on #ECG. Register: https://t.co/uNPlsq5aIM#MedEd
We are waiting for you tomorrow morning at 9 AM at Capital Plaza Hotel for the Pediatric Nephrology Teaching Course.
17-18 November 2017
Bucharest, Romania
We will have a great scientific agenda and outstanding speakers.
#IPNABucharesthttps://t.co/RJ2nH3efOZ
