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Anki flashcards opinion
- Thread starter pepocho
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Someone recommended to use Anki to memorize physics equations for mcat. I have no idea how to use it for ochem, mechanisms? I just rewrite them. I'll see if it's useful for physiology.
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Just google "anki medical school"
There's a decent tutorial that's around 15 mins long that I found a while back. Guy has 3-4 vids on the topic.
I've found it to be primarily useful for word based memorization with occasional images, but to each their own.
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I effing love Anki. I use it as my primary/only study method, and have for the past year. Feel free to ask me any specific questions about it, especially if you decide to give it a shot yourself!
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I downloaded it and it was confusing as ****. I gave up.
D
deleted303591
(I hope this is useful. Please tell me if this helps.)
Well, I can answer the question about how to use Anki for organic chemistry (although I have not took Orgo--yet), although the idea is sort of abstract. I have a disability that affects my ability to read printed text (digital text is considered accessible), and I rely on Bookshare.org for digitized text for school.
Bookshare (Benetech Corporation/DIAGRAM Center) has been responsible for creating image descriptions for books (with a very strong focus on STEM) particularly for people who are blind or visually impaired. DIAGRAM Center sets the standards for image descriptions for STEM books.
DIAGRAM Center stuff:
_________________________________________________
Webinars/Video Tutorials for making accessible STEM image descriptions(in particular--view the one first visible on this page)
Accessible Image Sample Book
_________________________________________________
Examples (for Orgo-type stuff):
_________________________________________________
Standard Diagrams and Illustration
Complex Diagrams and Illustrations
Math Equations
Flow Charts
_________________________________________________
Also, there are blind professors (and blind people in general) who have majored in chemistry and have learned Orgo despite basically having no sight.
https://nfb.org/images/nfb/publications/bm/bm12/bm1207/bm120703.htm
_________________________________________________
"I used a technique in organic chemistry that may be helpful to those interested in the field. Most of what is taught in organic chemistry is done through visual images, and the challenge for blind students is to figure out creative ways to access this information. A technique that I used was to hire an art major to work with me to draw structures on 11 by 11.5 inch Braille pages. We put lots of space between the atoms and labeled each image with the page and figure number. In Braille I also included the figure title and, whenever appropriate, the caption. The art major and I would then meet, and I would stick each image into my Perkins Braillewriter [Braille typewriter] and label all atoms other than carbon. In organic chemistry carbon is implied unless otherwise specified. The art student took the images and applied hot glue over the lines so that they were detectable by touch. We placed images for each chapter in a three-ring notebook in the order they appeared in the textbook. I complemented these images with an audio recording of the text from Learning Ally [recording service where volunteers read print textbooks aloud for the print disabled]."
_________________________________________________
Here are guidelines from the National Center for Accessible Media for STEM image descriptions.
Guidelines for Describing STEM Images
Several significant themes emerged in our research and have resulted in the following guidelines. Please refer to the examples included in this website for guidance in applying these guidelines to specific types of STEM images.
1. Brevity
The most frequent recommendation from respondents was for more brevity in description. Simply put, it takes people with visual impairments more time to read books and articles than people without visual impairments and the process should not be further slowed down by unnecessarily long image descriptions.
Many images may be rich in visual details but light on important information. If the gist of an image can be understood in a glance, then the description should be just as brief.
Likewise, if the information in an image also included in the main text and therefore accessible, then the image description should not repeat the information.
When an image does contain important information, the description should provide access to the information in as few words as possible.
2. Data
Description should focus on the data and not extraneous visual elements. Elaborately illustrated diagrams, for example, often contain key data that can be made accessible by presenting the data separate from description of the overall image.
3. Clarity
It is vital that in the quest for providing the most brief and data-filled descriptions, clarity is not overlooked. If the reader needs to listen to a description several times because it is poorly written or is presented in a confusing manner, then the overall goal has not been achieved.
4. Drill-Down Organization
Descriptions should follow a drill-down organization, e.g., a brief summary followed by extended description and/or specific data. Drill-down organization allows the reader to either continue reading for more information or stop when they have read all they want.
For example, if a description of a diagram begins with the title (e.x., "Moon Phases") the reader can decide whether or not they want to read the details of the diagram. The description might then continue with a brief summary of the diagram (e.x., "A diagram shows eight different phases of the moon as it orbits the earth") and then continue on with details and data. This approach is supported by the XML code that underlies digital talking books. Very brief descriptions should be marked as "alt" while the longer descriptions should be marked as "prodnote." Note: the "prodnote" tag serves the same purpose as the "longdesc" tag in HTML.
5. Tables
Tables, pie charts and bar charts should be presented as tables, not as narrative description. Proper coding of tables, including captions, table headers, and table data, provide better access to tables than narrative description. Brief summaries or overviews of the charts should be presented before the tables.
6. Processes
Processes that are presented visually in flow charts, diagrams and illustrated chemical reactions, for example, can be converted into nested lists with good results.
There was general agreement among the survey participants that narrative descriptions of flow charts and other processes could be burdensomely long and, despite best efforts, often failed to provide access to the information. The technique of converting processes into lists, recommended in these guidelines, was developed directly from the feedback of our Delphi survey participants. Because this approach is not widely used, we have included many examples of how it can be done.
7. Mathematics
Math equations should be marked up with MathML and rendered in a way that is preferable to the individual reader. Read a full discussion about providing access to math.
8. Narrative Description
Many STEM images are best described by linear, narrative description. Nonetheless, such "traditional" descriptions of purely visual images (e.g. a drawing of a paramecium or a math diagram) benefit from descriptions that follow these guidelines, especially brevity, drill-down organization, clarity and emphasis on data.
9. Navigation Control
Description presented as text is generally preferred over recorded audio because text readers provide superior navigation control. In addition, when description is presented as properly marked up HTML, especially lists and tables, it provides speedy and independent access to data that is unavailable through traditional linear, narrative description.
Navigation is also aided breaking up individual bits of information by putting them on separate lines, using bullet points, or by creating lists.
Note, however, that text readers often mispronounce technical terms and do not provide emphasis that human readers can use to distinguish key elements.
Well, I can answer the question about how to use Anki for organic chemistry (although I have not took Orgo--yet), although the idea is sort of abstract. I have a disability that affects my ability to read printed text (digital text is considered accessible), and I rely on Bookshare.org for digitized text for school.
Bookshare (Benetech Corporation/DIAGRAM Center) has been responsible for creating image descriptions for books (with a very strong focus on STEM) particularly for people who are blind or visually impaired. DIAGRAM Center sets the standards for image descriptions for STEM books.
DIAGRAM Center stuff:
_________________________________________________
Webinars/Video Tutorials for making accessible STEM image descriptions(in particular--view the one first visible on this page)
Accessible Image Sample Book
_________________________________________________
Examples (for Orgo-type stuff):
_________________________________________________
Standard Diagrams and Illustration
Complex Diagrams and Illustrations
Math Equations
Flow Charts
_________________________________________________
Also, there are blind professors (and blind people in general) who have majored in chemistry and have learned Orgo despite basically having no sight.
https://nfb.org/images/nfb/publications/bm/bm12/bm1207/bm120703.htm
_________________________________________________
"I used a technique in organic chemistry that may be helpful to those interested in the field. Most of what is taught in organic chemistry is done through visual images, and the challenge for blind students is to figure out creative ways to access this information. A technique that I used was to hire an art major to work with me to draw structures on 11 by 11.5 inch Braille pages. We put lots of space between the atoms and labeled each image with the page and figure number. In Braille I also included the figure title and, whenever appropriate, the caption. The art major and I would then meet, and I would stick each image into my Perkins Braillewriter [Braille typewriter] and label all atoms other than carbon. In organic chemistry carbon is implied unless otherwise specified. The art student took the images and applied hot glue over the lines so that they were detectable by touch. We placed images for each chapter in a three-ring notebook in the order they appeared in the textbook. I complemented these images with an audio recording of the text from Learning Ally [recording service where volunteers read print textbooks aloud for the print disabled]."
_________________________________________________
Here are guidelines from the National Center for Accessible Media for STEM image descriptions.
Guidelines for Describing STEM Images
Several significant themes emerged in our research and have resulted in the following guidelines. Please refer to the examples included in this website for guidance in applying these guidelines to specific types of STEM images.
1. Brevity
The most frequent recommendation from respondents was for more brevity in description. Simply put, it takes people with visual impairments more time to read books and articles than people without visual impairments and the process should not be further slowed down by unnecessarily long image descriptions.
Many images may be rich in visual details but light on important information. If the gist of an image can be understood in a glance, then the description should be just as brief.
Likewise, if the information in an image also included in the main text and therefore accessible, then the image description should not repeat the information.
When an image does contain important information, the description should provide access to the information in as few words as possible.
2. Data
Description should focus on the data and not extraneous visual elements. Elaborately illustrated diagrams, for example, often contain key data that can be made accessible by presenting the data separate from description of the overall image.
3. Clarity
It is vital that in the quest for providing the most brief and data-filled descriptions, clarity is not overlooked. If the reader needs to listen to a description several times because it is poorly written or is presented in a confusing manner, then the overall goal has not been achieved.
4. Drill-Down Organization
Descriptions should follow a drill-down organization, e.g., a brief summary followed by extended description and/or specific data. Drill-down organization allows the reader to either continue reading for more information or stop when they have read all they want.
For example, if a description of a diagram begins with the title (e.x., "Moon Phases") the reader can decide whether or not they want to read the details of the diagram. The description might then continue with a brief summary of the diagram (e.x., "A diagram shows eight different phases of the moon as it orbits the earth") and then continue on with details and data. This approach is supported by the XML code that underlies digital talking books. Very brief descriptions should be marked as "alt" while the longer descriptions should be marked as "prodnote." Note: the "prodnote" tag serves the same purpose as the "longdesc" tag in HTML.
5. Tables
Tables, pie charts and bar charts should be presented as tables, not as narrative description. Proper coding of tables, including captions, table headers, and table data, provide better access to tables than narrative description. Brief summaries or overviews of the charts should be presented before the tables.
6. Processes
Processes that are presented visually in flow charts, diagrams and illustrated chemical reactions, for example, can be converted into nested lists with good results.
There was general agreement among the survey participants that narrative descriptions of flow charts and other processes could be burdensomely long and, despite best efforts, often failed to provide access to the information. The technique of converting processes into lists, recommended in these guidelines, was developed directly from the feedback of our Delphi survey participants. Because this approach is not widely used, we have included many examples of how it can be done.
7. Mathematics
Math equations should be marked up with MathML and rendered in a way that is preferable to the individual reader. Read a full discussion about providing access to math.
8. Narrative Description
Many STEM images are best described by linear, narrative description. Nonetheless, such "traditional" descriptions of purely visual images (e.g. a drawing of a paramecium or a math diagram) benefit from descriptions that follow these guidelines, especially brevity, drill-down organization, clarity and emphasis on data.
9. Navigation Control
Description presented as text is generally preferred over recorded audio because text readers provide superior navigation control. In addition, when description is presented as properly marked up HTML, especially lists and tables, it provides speedy and independent access to data that is unavailable through traditional linear, narrative description.
Navigation is also aided breaking up individual bits of information by putting them on separate lines, using bullet points, or by creating lists.
Note, however, that text readers often mispronounce technical terms and do not provide emphasis that human readers can use to distinguish key elements.
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It's flashcards. The basic Front/Back is about as uncomplicated as it gets. If you want to get fancy, sure it's a bit tricky, but the basic starter level is pretty straightforward.
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The underlying concept that makes Anki effective: It's Spaced Repetition Software (SRS).
When you hear a new fact, it's forgotten pretty quickly unless it's brought back to the forefront of your mind repeatedly.
You can do this haphazardly by immersing yourself in a language, for example, where the new words you learn will be brought up by chance occasionally.
But memory research shows that the most effective and efficient time for a new fact to be remembered is right before you were about to forget it.
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First of all, yes, Spaced Repetition is awesome.
I can spend a day cramming (whether last minute or ahead of time) and cranking out flashcards. But now, instead of binging that info and purging, I now remember fairly small details a year after the class is done.
Making the flashcards is how I study for the test. Reviewing them is how I keep them fresh for dat krazy 'CAT! It used to drive me crazy that I would learn so much and spend all of this money only to waste it by retaining maybe 50% of it down the line...and reading about how people would study for med school tests, then relearn it all for the Step, then re-learn what they actually needed on the wards, etc. just made me frustrated at the inefficiency. I'm currently carrying almost 4000 cards with only a small amount of daily studying. Retention 97%.
Now, there are several SRS programs out there. So why Anki?
1) Cross-platform usability
You can use Anki online or download Anki on PC, Mac, Android, or iOS (though iOS is insanely expensive for an app, it's not so much if you consider that that funds the others). Make your cards on the computer, where you have ease of use and computing power, and review them on the go whenever you have the time. Far better than having to access a website on a mobile device. Everything you do in one place is synced perfectly across your others (though if you don't sync at the beginning and end of sessions you will sometimes duplicate your work). Honestly, this is key because if you don't review daily, it's easy to get behind, get overwhelmed, or simply start forgetting more.
2) Fairly low entry barriers
This isn't a main one, but it's like Photoshop...if it's too confusing to get started, no one will. Anki has some basic settings so that, when you first decide to use it, it's pretty straightforward. So do the other flashcard programs, so this isn't necessarily an advantage over them, but if it didn't have this it would be at a disadvantage, so I'm including it.
3) Powerful card creation tools
OK, so you've been using Anki for a while and want to get fancy. This will take a bit of Googling and a bit of work...but it's worth it. Here you begin to see why it's so important to have a powerful desktop program in addition to the web and the mobile apps. Sure, you can just make a Front/Back card on your phone or online. That's simple enough. But the real power of Anki comes with customization. You can make your own custom Note templates - use a list of one-word answers to generate 7+ fully formatted, properly worded cards. Make multiple choice options in a breeze. Use downloadable extensions such as Image Occlusion to create usable cards for every step of a complicated biochem pathway, or to quickly turn an Anatomy diagram into 20+ identification cards. Make a 'hints' field which is in white text, allowing you to highlight it for a clue. Add an 'explanations' field to your answers without it muddling them up. Add typing to keep yourself honest. Try Incremental Reading (a terribly named way of essentially 'banking' large amounts of text to be converted into flashcards'). Write one dense, information-packed sentence and Cloze it into several questions. Do whatever works for you, and after a little work to set up your template, do it quickly. This is where Anki shines. Include images, text, or audio, and again, have that sync across all platforms.
4) Custom Study and Cram decks
A lot of people are used to using flashcards to cram, and when they first start Anki they make 1 of 2 errors. 1, they will make their review count too high because their Due count is low until they generate a lot of cards. 2, they will look to cram for a test, get frustrated that the deck is 'done' after 1 pass-through, and give up. Here's the thing: you can cram without messing up Anki's SRS settings (and without even changing your long-term review dates, if you want). Custom Study decks allow you to review all of your cards 80x in a row if you want (and either have it reschedule the cards or not affect your long-term scheduling). You can study a certain subset of them. You can increase your 'New' card limit for a day if you just added a ton of cards and have the time to crank through them, or just started a deck and have nothing else to do and waiting seems pointless to you. You can increase your 'Review' limit if you've gotten behind, or if you have a lot of time today and want to lighten your load for the next few days. Going out of town this weekend, or have a bunch of exams in the next 3d and don't want to get behind? 'Study Ahead' for 2-3d so that your Anki is out of the way and you can return to it post-vacation/post-exam without any catching up to do. Plus, Anki keeps track of 'Cram' studying separately, so you can see how much you are studying for SRS and how much you are studying for that test - separately. If you make a Cram deck, guess what...it shows up on all of your devices with syncing. This also means that you can set up your favorite Cram settings and just keep them as a separate deck which you 'rebuild' (a button at the bottom) whenever you want to study that way, on any device.
5) Stats
What's that, you say? Anki keeps track of things for you? Yup. At any given time you can look at how you are doing on each of your study decks - how many cards do you have? How many more are unseen? How many are young (review due in <20d), mature (due >20d), learning, or unseen? How often do you answer cards in each of those categories correctly? How many reviews do you do each day? Do you do better at certain times of day? How many cards are due tomorrow? How many cards are due every day for the next week? Has your retention increased or decreased in the past month compared to your average for the year? How long do you spend on each card? How long do you spend reviewing each day? How many days do you actually remember to review. As an added incentive, how much less time would you have to spend each day if you actually studied every day like you should? Anki answers all of these questions and more, with graphs, for each individual deck and card category (young, mature, learning).
6) Customizable SRS options
This is perhaps the most difficult part of Anki to 'get', but it is really important. You don't have to do it right away - it has taken me a full year to realize what truly works for me - but not having these options would be terrible. For example, I use card creation to learn the information. This means that I do not need or want an extended initial learning period - that just drives me crazy and rockets my Due count through the roof. I also like to keep the information for my current courses very fresh instead of going for long intervals. Anki lets you customize the various aspects of the algorithm to get the system that works for you. It is, however, pretty obtuse as to what each individual change does, so this is likely the very very last thing you will pick up
Note: sorry I didn't lead with this, but I was at the hospital all night and couldn't post
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I mostly use the PC and Android (my phone), but I also had an old Gen1 iPad laying around that I wanted to use Anki for. I waited a year until I saw that yes, I was using Anki a lot and unlikely to stop.
It's a good app. It has a few more features and customizable options than Ankidroid (though I do love me some Ankidroid) and overall is pretty solid. It was worth it to me as I always have the iPad when I'm studying (I keep my textbooks on it) and the larger screen is awesome for anatomy ID cards. Also, I tend to do the 'pay for things I like' method on the internet...I find a book or a program for free, try it, and if I like it I buy it legit-ly so that the producer makes money and has incentive to give me more wonderful things.
If my only phone were iOS? I would totally splurge for it. Being able to review on the go is one of the most useful features of Anki. Seriously, on slow days in the ED (rare, but wonderful) I can get through hundreds of flashcards. On busy days I can still get through my due cards in 5min here, 5min there intervals.
I always think of it this way - you don't get the full use out of the desktop program without the mobile device to sync to. $20 is not much for a desktop program, especially not one with a free media syncing service and mobile support. The sticker shock just comes because it's an app, and apps should cost $1-$3, max. The fact that Anki desktop is free is insane to me...but it does get a lot of people hooked, I suppose, and it's harder to set up a paying system for your own software, but Apple makes it easy with the app store.
If you are hesitant, try using the mobile browser to use Ankiweb and review on the go. It's more of a pain that way, but if you benefit from that, you'd benefit from the mobile app.
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I think I'll end up buying it. Thank you for your detailed post! Much appreciated 🙂!
