MS Study Skills

https://library.med.utah.edu/WebPath/TUTORIAL/TUTORMUL.html
TABLE OF CONTENTS
- MCQ Strategies and Common Issues
- Improving Performance
- Good Study Habits that Contribute to Success
- Elements of Application
- Asses your own learning habits

Multiple Choice Questions

Basic Strategy

When presented with a multiple choice question:

 First, read the question stem thoroughly. You may cover up the answers
to force yourself to read the stem first. Read every word. Don't skip ahead.
Make a mental or physical note of key data.

 Recognize terms and definitions (use your vocabulary).

 Identify the point of the question. What is the disease or the scientific
principle being tested?

 Synthesize the data. Is there a connection?

 Determine what the question is asking. By now you may have a good
idea, even without having looked at the question foils. All that remains is
uncovering the answers and picking the one you have already decided
upon.

MCQ Common Issues

- But I can't seem to get the point of the question, and nothing looks
familiar!

Let it go...let it go. It is better to move onto other questions than get stuck. You
may be able to answer many more questions in the time wasted on a single
question. After you have gotten into the rhythm of the exam and have
encountered questions you can answer with ease, it is often the case that you
can go back to difficult questions and find them easier. If you spend too much
time on challenging questions, you will not have enough time to answer easier
questions.
MS Study Skills
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- I can recognize some parts of the stem, but I still don't have a clear
answer!

In that case, make sure you have read all the information. It is best to try and
work forwards from the data, but if stuck, work backwards from the foils. Try to
exclude foils that you know are less probable. It is often the case that students
are left with two choices that are difficult to separate. A 50/50 is still better than
20% or less. There is no magic formula at this point, just go with what you think is
best. Mark one and move on.

- I have time left and I am agonizing over questions I have already

answered. Should I change an answer?

Overall, students who are doing well (at 80% and above) who go back and
change answers to challenging questions may come out ahead, but only
slightly, maybe 55/45. Students doing poorly on the exam will generally do
worse by changing answers. In general, the only reasons to change answers:
(1) you did not thoroughly read the question the first time, or (2) you now
suddenly remember information that you can apply.

- There must be some trick to this!

Don't go there. People under stress have a tendency to resort to magical

thinking. Avoid that tendency. Continue to apply your knowledge. Physicians
stay in control. Medicine is based upon science. Well constructed
examinations assess knowledge, not gaming. If you want to play that game,
the 'house' always wins.

Improving Performance
Most improvements in test performance are incremental. It is harder to perform
considerably better than one has already demonstrated, but it is far more likely
that extraneous stresses will bring the score down. More of the same habits
yields more of the same results. Something has to change.

Forcing yourself to learn more content in a short time doesn't work, because the
brain has biochemical and bioelectric functions subject to the laws of physics.
Trying to contain entropy (chaos) for extended, intense periods (cramming) is
counterproductive, because synapses form at near zero-order kinetics, and
because entropy will inevitably occur, possibly when you least want it (during the
exam).
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In general, the students who have significantly improved their performance are
doing so, not because of academic reasons (studying harder) but because of
elimination of non-academic problems, and they are performing at their real
potential.

In reality, medical students are already performing at a high level, and

differences are marginal. Well constructed examinations for medical licensure
are designed to measure achievement of a standard curriculum and not produce
a rank order. It is possible for everyone to score 100%, though that becomes
harder with assessments of a broad knowledge base.

Examinations can be utilized not only for assessment, but also as a learning tool.
In order to serve as a learning tool, review of the examination must occur. This is
typically done in a prescribed way, to maintain security of the examination.
Students may be provided time for review as a group, or as individuals under
supervision.

Evaluate your preparation

What did you find easiest and what was hardest? Why?

Though it is painful, carefully review questions you missed. Why were they
missed? In general, mistakes tend to be repeated unless there is an intervention.

Did your study plan prepare you properly? Find out what needs more work. How
will you make adjustments?

Evaluate your performance

Were you properly rested?

Were you able to control your anxiety and relax?

Did you pace yourself properly?

Did you mark your answer sheets properly?

Determine what you did right and repeat it the next time.

Determine what you did wrong and formulate a performance improvement plan.
MS Study Skills
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Study habits and skills contribute to success on

tests:
 There must be a total commitment to becoming a physician. The commitment to
a 60+ hour work week will never go away. The workload increases over time, and
you learn to do more work faster.

 Deal with non-academic issues now. It is difficult to run a race carrying a large
amount of baggage.

 Create a daily and hourly study plan; don't leave scheduling to the moment.

 Study multiple subjects per day. Devote some time to each subject. Learning is
rate-limited by neurochemistry. Hence, cramming cannot work. Consolidation of
short-term to long-term memory occurs over time.

 Make use of facilities designed to enhance learning: library, study rooms,

practice settings.

 Make use of expert help: faculty

 Attend all scheduled contact hours and be attentive. Inattention wastes time. You
can't do it on your own, off by yourself. Most students who fail have poor
attendance patterns.
MS Study Skills
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 Concentrate on understanding, not just memorization. The facts must fit together.
Build conceptual frameworks for the facts.

 Concentrate on problem-solving, not just recall. Physicians must make diagnoses

and develop treatment plans. Learn how to use the information you are given.

 Learn how to effectively read and absorb information from textbooks. Prioritize
and filter.

 Participate in active learning: ask questions, answer questions, discuss, write or

type notes as you go. Non-participators become marginalized.

 Both individual and group study are important. Group study helps keep group
members accountable, attentive, and on track and helps share knowledge
quickly.

 Study the subject material BEFORE you self-assess. Working backwards from
review resources and exams leaves you with a patchwork knowledge base.

 Break up intense study periods into 20 minute segments, when attention span
begins to decay. Begin again by reviewing a key concept you studied 20 minutes
ago.

 Schedule time for review. The learn-forget cycle may be repeated multiple times
for difficult concepts. There can be daily, weekly, and end-of-term review.
MS Study Skills
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 The curfew is 10 pm on the night before the exam. Better yet, take the evening or
day off before the exam. Performance is tied to long-term knowledge acquisition.
Stresses from last-minute preparation diminish performance.

 Resist the temptations offered by all the distractions in your environment:

electronic devices including TV, computer games, web surfing, MP3's, cell
phone, instant messaging, etc. This is an enormous time sink. (e.g., "You Gotta
Put Down the Duckie if you Wanna Play the Saxophone")

 Develop a study plan with time periods that promote optimum attention. Use one
source of information at a time. Eliminate distractions. Attention span begins to
decay significantly after just 20 minutes. Therefore, after 20 minutes of intensive
study, stop. Attend to other concerns, if even for just a minute: answer a phone
call, send a text message, check e-mail, eat a snack, converse with a friend, etc.
Begin the next 20 minute period with review of an item from the last period. After
2 study periods, break for at least 5 minutes. After 4 study periods, break for at
least 30 minutes.

Elements of Application

 Start with a solid knowledge foundation. Define the objectives. What vocabulary,
definitions, and scientific data must be committed to memory?

 Organize the facts via schema so that there is an understanding of the concepts
that relate the informational elements. These concepts need to be handled as
abstractions that are applicable for multiple problems.

 Practice application of the schema in multiple contexts to develop and reinforce

working memory that can be applied across multiple situations. Prior knowledge
and experiences affect current performance.
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 Apply metacognition to self-assess progress and abilities so that ongoing
adjustments to the learning process can occur.

 Employ valid assessments in order to determine the level of progress and ability.

For example, the foundation of knowledge can include factual information about
white blood cells and about neutrophils as first responders. Additional factual
knowledge can include a time frame for acute illnesses developing over hours to
days. The student can memorize findings of inflammation with redness, swelling,
tenderness, and pain. The factual knowledge of infectious agents can include
bacteria that challenge innate immune responses. The student can then organize
these facts into the concept of acute inflammation and apply that across organ
systems: acute meningitis, acute appendicitis, septic arthritis, etc.

Retrieval Practice

The process of taking a test after study aids the learning process. Retrieving
knowledge from memory to answer questions about material that has been
studied will help to reshape and enhance memory. Retrieval of knowledge
through testing is more effective than restudying material. Questions provide a
way to enhance diagnostic cues for use of knowledge in context.

1. Create a study plan

- The night before, take twenty minutes to organize for next day.
- Decide the night before: Camtasia or lecture?
- That day, review previous knowledge from day before.
2. Study actively.
3. Apply knowledge. Study backwards – look at disease and explain the
science behind it.
4. Practice Questions
MS Study Skills
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Assess Your Habits
Behavior Patterns in the Process of Learning
Attribute Poor
Compartmentalized knowledge of
Cognition isolated facts, and unorganized
fragments of data
Cannot distinguish accuracy from error;
Metacognition
over-assesses one's own abilities
Learning
Passive mode listening to others speak
Methodology
Curriculum
Silos of autonomous subject matter
Structure
Overconfident; avoids feedback; does
not learn from feedback unless it is very
Feedback
precise and constant; does not learn
from observing others
Study Distractions present; dim lighting;
Environment reclining posture
Doesn't stick to plans or has no plan;
underestimates time for task completion;
Maturity
blames others for shortcomings; gives up
easily
Primarily concrete thinking; poor impulse
control; defensive and avoids criticism;
Psychological
low expectations; does not seek mental
health help until too late
Overly passive with just reading;
Study Methods
inefficient with distractions; dysfunctional
Best
Take bits of information and
consolidate them into useful,
networked, integrated knowledge
Can accurately self-assess the
quality of one's own performance
and make corrections
Active mode assessing data,
making decisions, and explaining
thinking
Integration across subject areas
Knows limitations; seeks feedback
for self-monitoring; confidence
related to actual abilities; learns
from observing others
Quiet surroundings; good lighting;
upright posture
Sets priorities and sticks to them;
allocates time to finish tasks; takes
responsibility for problems;
persistent
Can think abstractly; good impulse
control; confident enough to
receive critique; realistic
expectations; seeks counselling
and/or medication if necessary
Active with annotation and
quizzing; asks questions; keeps
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study groups focused on socializing;
becomes easily and frequently mentally
exhausted
Associates with poor students or
Social nonstudents; often a 'loner' out of any
Interactions support structure; difficulty making
decisions alone
Lacks initiative; lethargic and indifferent;
Attitudes About
doesn't grasp the concept of learning
Learning
requirements; doesn't value expertise
Personal Poor diet and lack of exercise; disturbed
Habits sleep patterns; substance abuse
up with assigned material; still
mentally alert in afternoon and
evening
Networks with many good
students; self-reliant
Motivated and enthusiastic; has a
developed self-concept as a
learner and identifies the tasks
required for learning; seeks out
student-teacher interaction
Balanced diet; exercise plan; gets
enough sleep; avoids drug use