Improving your Studying Skills

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mshheaddoc

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I know I had talked to some people about this briefly, but did anyone do any research on improving their study skills? I want to work on it as in college I know I could have done better. More on 'what' and 'how' to study rather than time management. I just feel like I can read like 50 pgs and get NOTHING out of it. No retention. Any tips? (this is with reading ANYTHING these days) 🙁
 
Reading and studying are different concepts.
These are two different methods that could improve your performance (both are very similar):

OK4R method, described by Professor Walter Pauk, Reading Study Center, Cornell University.
O verview ( Overview of the assignment.)
K ey ideas (Get the key ideas)
Read
Recall
Recite
Review

SQ3R method

Professor Francis Robinson of Ohio State University has a similar plan for studying. He calls it the SQ3R method. This is the plan which was adopted by the United States Air Force for their service schools.

Survey ( Survey of the assignment)
Question (Question yourself the main points -Key ideas)
Read
Recite
Review

And try to be in a study group.

I hope it helps!.
 
mshheaddoc said:
I know I had talked to some people about this briefly, but did anyone do any research on improving their study skills? I want to work on it as in college I know I could have done better. More on 'what' and 'how' to study rather than time management. I just feel like I can read like 50 pgs and get NOTHING out of it. No retention. Any tips? (this is with reading ANYTHING these days) 🙁

The one big thing I realized, thanks to law school, is that the book the professor uses and the one that makes things crystal clear to you may not always be one and the same. If you are reading 50 pages and not getting anything out of it, it may be worth checking out the library/bookstore to see if there is something else out there on topic which resonates better in your head.
I also agree with the prior poster insofar as he/she is sort of suggesting "outlining" (writing on paper a very brief summarization of salient key points of) the text as you go and then reviewing (and perhaps further refining) your outline as you go. I've found you can retain more if you make it active (actually write stuff) rather than passive - just be reading (with or without a highlighter).
 
mshheaddoc said:
I know I had talked to some people about this briefly, but did anyone do any research on improving their study skills? I want to work on it as in college I know I could have done better. More on 'what' and 'how' to study rather than time management. I just feel like I can read like 50 pgs and get NOTHING out of it. No retention. Any tips? (this is with reading ANYTHING these days) 🙁

If memorization is part of your problem, I would suggest Joyce Brothers' book, Ten Days to a Successful Memory. It was written after the big win on "The $64,000 Question" that made her famous (and no, she was not involved in the cheating scandals). The writing is hokey, but the principals she lays out are pretty valid.
 
I agree with Law2Doc - if you aren't understanding something after several reads, it may be more due to the book than you. I have a hard time "clicking" with physics, which I am taking right now, but it helped a lot once I started looking other books and websites. (It turns out our book is really crappy at explaining the concepts.)

Another thing that I do sometimes when it is a lot of information is 1) read it once, 2) read it again highlighting or underlining all the important info, 3) make notecards on the important info from that and review them. Notecards are a great way to study (especially for rote memorization, i.e. biology) because you can quickly assess what you know and what you don't by going through them once, and you can then concentrate on those you don't know.

Hope that helps!

You might also find that, although you weren't the best "studier" in college, your habits have matured when you go back to school. I had HORRIBLE study habits in college (usually consisting of only late-night cramming the night before the exam), but I'm actually doing really well now that I am back in school for the prereqs. I think older students have an advantage in that they have the experience of going through it once before and know what works for them and what doesn't.

Good luck!
 
mshheaddoc said:
Anyone else have any books or study techniques?

I type up my notes from class. It's best to do this as soon as possible after your class, so that you can fill in any holes in your notes. This is basically along the same lines of what Law2Doc was saying: if you write the info, you'll learn it better than if you just read it.
 
I also retain information best when I write it down.

Depending on the information, typing notes (or just recopying) works for me, not only because of the repetition but because I try to actively engage with the material. I reorganize and draw connections and I think that really helps.

When the material is conducive to whiteboarding, I find that very useful, too. (It was my best friend in biochem.)
 
mshheaddoc said:
Anyone else have any books or study techniques?

Hi headdoc:

To learn is to "acquire" knowledge...it's an active process. The problem is that teachers are trained to teach...to "give" instruction...and we, as students, are trained to think that simply "accepting" what teachers are "giving" - by sitting in class, listening, and taking diligent notes - equates to learning.

You really learned all that you truly "know". You know how to ride a bike; how to drive a car; how to use a computer; how to play your favorite sport; etc. Did anyone "teach" you those - or similar - things?

My advice is this: do all you can to really learn what you want to know. That is - make it an ACTIVE process. Information and facts memorized - without being concurrently incorporated into some sort of active process - are just as easily forgotten. Would you ever "forget" how to drive? Nope...because you "learned" how to drive.

So...for example...let's say you need to learn some scientific material and the class has a text. Usually, these texts have problems throughout the chapters and at the end. DON'T READ THE CHAPTER. Go straight to the problems and do them. When you get stuck or cannot answer, THEN go and LOOK UP the required information in the chapter; another text; or some other source.

Please excuse the educational philosophy, but I hope the idea helps 🙂 .

mid30premed
 
I've found it very helpful and high yield to answer the objectives for the lecture ( I wrote or typed the answers out). It is the bulleted list of what the professor says you should get out of the lecture, and it's done me very well in school. I don't read stuff over and over again, I would use the objective notes I made to review for the tests. It works in med school too... especially when they give you a 4 inch syllabus for 1 class for 1 month... and you are taking 4-5 classes at the same time. You can't possibly reread all that material multiple times, so make a list of the important things (the objective answers) and study it.
 
Well...I hate to sound pedantic...but here goes.

I took a Cognitive Psychology class last summer and here in a nutshell is what I learned about the way our memory works:

Essentially everything you've ever read, seen, heard, felt, etc. is somewhere inside your brain. When you read something the information is there permanently...the problem is getting to it when you need it. In more technical jargon, you have encoded information that you need to decode.

The success for decoding information from your brain increases when you have used more than one method for encoding it in the first place. So, like lots of people have already said, they type up key points from their notes or from the book. That is, they encoded by listening to the lecture or by reading the text, then encoded the same info again by typing it up, which is slightly different.

However, there are other ways to encode the info. Tactile memory has proven to be one of the best ways for decoding information. Simply tracing out physics formulas on your leg can help you remember them because they become a pattern that you remember by touch. The more senses you can incorporate into memorizing something, then the greater your chance of recalling it later on. Since I took this class I have used the multiple encoding method and it is like a miracle. But it does take more time, so that is a down point. But if you're not naturally brilliant and you want to go to medical school (someone like me), then you just have to do what it takes.

Other than this, just remember to break up the info into small, manageable chunks. Quiz yourself a chunk at a time until you know the chunks without stopping to think for too long. It's good to know the big picture, but come test time you are usually tested on the chunks more than you are on the whole anyway. Each question is like a chunk, I guess. OK...I'll shut up now.

JJ
 
i've discovered that i tend to understand and retain information a great deal more when i study in absolute silence. that means having no distractions like music, background conversations in a coffeeshop, or the tv, AND wearing earplugs. it worked for me during my post-bac. good luck 👍
 
This is kind of a secondary suggestion, but my first year of postbacc, my big sacrifice was not owning a tv. I have no shame about my love for TV, as anti-intellectual as it may be... But, when I finally chilled out and got a tv, I got a TIVO, and would highly recommend one as a time saver.
 
I've been focused on this very topic, since I got my degree in the Humanities and muddled through the one science course I did take way back when.

The book Mastering Medical Sciences: Study Without Stress (Kelman and Straker) provides a lot of good strategies for using and retaining scientific information. Methods like using notecards, diagrams, matrices -- totally different that the reading and reflecting required in English or History courses.

Another good book I ran across was How to Solve Problems for Success in Freshman Physics Engineering and Beyond (Scanlan). Scanlan emphasizes solving practice problems, lots of them.

For orgo, there is Organic Chemistry I as a Second Language (Klein) which provides advice on what elements you need to master in order to do well.

There are probably other books out there with the same info. These are the ones I ran across, and seemed to do the trick for me.
 
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