What Was the Name of That Drug? How Medical Students can Make the Most Out of Their Education

Authors

  • Aryan Riahi University of British Columbia
  • David Jung University of British Columbia

DOI:

https://doi.org/10.5195/ijms.2019.398

Keywords:

learning, testing effect, active recall, spaced repetition, medical curriculum, case-based learning

Abstract

Consolidating all of the knowledge that medical students are expected to learn in their first two years of education can be challenging. Strategies for committing concepts to memory are explored. The importance of making the most out of case-based learning is emphasized. In contrast with passive-styled learning in lectures, CBL takes an active approach requiring students to apply critical thinking. The power of active recall in committing information to memory is also delved into. In particular, one effective and popular form of active recall known as the testing effect is highly recommended. Applying these strategies will help medical students develop a strong foundation for clerkship.

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Author Biographies

Aryan Riahi, University of British Columbia

Aryan Riahi is a medical student at the University of British Columbia. Prior to medicine, his background was in Psychology.

David Jung, University of British Columbia

David Jung is a medical student at the University of British Columbia. Prior to medicine, his background was in Microbiology & Immunology.

References

1. Hendry GD, Frommer M, Walker RA. Constructivism and problem-based learning. Journal of Further and Higher Education. 1999;23(3):369-371. http://www.tandfonline.com/doi/abs/10.1080/0309877990230306. doi: 10.1080/0309877990230306.

2. Hrynchak P, Batty H. The educational theory basis of team-based learning. Med Teach. 2012;34(10):796-801. Accessed May 24, 2019. doi: 10.3109/0142159X.2012.687120.

3. Warrier KS, Schiller JH, Frei NR, Haftel HM, Christner JG. Long-term gain after team-based learning experience in a pediatric clerkship. Teach Learn Med. 2013;25(4):300-305. Accessed May 24, 2019. doi: 10.1080/10401334.2013.827975.

4. Larsen DP, Butler AC, Roediger HL. Repeated testing improves long-term retention relative to repeated study: A randomised controlled trial. Med Educ. 2009;43(12):1174-1181. Accessed May 24, 2019. doi: 10.1111/j.1365-2923.2009.03518.x.

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Published

2019-08-31

How to Cite

Riahi, A., & Jung, D. (2019). What Was the Name of That Drug? How Medical Students can Make the Most Out of Their Education. International Journal of Medical Students, 7(2), 50–51. https://doi.org/10.5195/ijms.2019.398

Issue

Vol. 7 No. 2 (2019)

Section

Experience

Categories

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