My curriculum was systems based with modules ranging from 1-6 weeks. At the end of each module, we had one large exam (i.e. cardio) that encompassed all pertinent info such (A&P, clinical medicine, pharm, etc.). The design of my program influenced the way that I studied, but I believe that these strategies can be adjusted to fit any curriculum.
𝐏𝐑𝐈𝐎𝐑 𝐓𝐎 𝐋𝐄𝐂𝐓𝐔𝐑𝐄: Copy and paste the PowerPoint into a more structured format and print it out. Typically, this included some sort of chart. If you’re discussing diseases, the easiest column headings are epidemiology/etiology, clinical presentation, diagnostics, and treatment. This can be time consuming initially, especially if you’re a perfectionist like me, but it will save you time in the long run. I recommend dividing this task between a few people. Remember, this is not a part of studying per say, but rather preparing to study. Make it easier on yourself.
𝐃𝐔𝐑𝐈𝐍𝐆 𝐋𝐄𝐂𝐓𝐔𝐑𝐄: Highlight/underline anything that the professor emphasizes, spends a lot of time on, or repeats more than once. Sometimes they’ll clue you in to “high yield” info.
𝐀𝐅𝐓𝐄𝐑 𝐋𝐄𝐂𝐓𝐔𝐑𝐄: Review the expanded version of the notes at least once. This is likely the first time that you’re learning the material, so it’s important that you are familiar with all of the information.
𝐎𝐍𝐂𝐄 𝐘𝐎𝐔 𝐇𝐀𝐕𝐄 𝐀𝐋𝐋 𝐓𝐇𝐄 𝐄𝐗𝐀𝐌 𝐌𝐀𝐓𝐄𝐑𝐈𝐀𝐋 𝐅𝐎𝐑 𝐎𝐍𝐄 𝐓𝐎𝐏𝐈𝐂: Create a condensed study guide. I typically typed this up on my computer with my highlighted notes in front of me. This time, I only included the most important/high yield information.
𝐋𝐄𝐀𝐃𝐈𝐍𝐆 𝐔𝐏 𝐓𝐇𝐄 𝐄𝐗𝐀𝐌: Enter the whiteboard. I would write the chart over and over again. The first few times, I would copy directly while looking at my condensed chart. Then, I would start to test myself to see what I remembered. It’s also helpful to quiz classmates from your condensed chart. Looking at you @laura_kruu
𝐂𝐑𝐔𝐒𝐇 𝐘𝐎𝐔𝐑 𝐄𝐗𝐀𝐌 𝐀𝐍𝐃 𝐂𝐄𝐋𝐄𝐁𝐑𝐀𝐓𝐄: Margs. Pizza. Shopping. Repeat.
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