The Science of Learning: Quick Revision Tips

Here are a few quick revision tips to put into practice when studying.

Chunking Theory: Make it bitesize the content you are learning. It’s unlikely you can remember entire chapters, so take keypoints and relate them to the clinical environment (make the hooks to link theory to clinical situations)

Challenge: Test yourself, check the textbooks you are using and often you will find questions to challenge your knowledge.

Recall: Try to recall the main ideas when you have completed an article or chapter. Repeat this recall at a different time, maybe when exercising or sitting on the bus. Can you recall all the salient points?

Spaced learning: short bursts, repeated over a set time period.

Interleaving: “Interleaving two or more subjects during practice also provides a form of spacing” (Brown, Roediger & McDaniel, 2014).

For more information on studying try this post on Good and Bad Studying.

12 Tips for Applying the Science of Learning to Health Professions Education.

Journal Club Article: Gooding, H. C., Mann, K., & Armstrong, E. (2017). Twelve tips for applying the science of learning to health professions educationMedical teacher39(1), 26-31.

Background: There is a vast amount of data around the science of learning. The evidence comes from an array of specialties, from cognitive psychology, neuroscience, sociology, anthropology and behavioral economics. Much of the evidence is siloed within each speciality and/or level of education practice from school grade, higher education and the professional workplace domains.

Aim: 6 themes are identified that highlight the complex relationship in supporting education. 12 practical tips are provided for utilising the principles around the science of learning.

  • Improving the processing of information: Cognitive Load Theory: working memory and processing only certain amount of information and stored in long term memory for later use.
    • Reduce extraneous load whenever possible, especially relevant for the teacher during course design or presenting new information.
    • Help learners manage intrinsic load: build schemas through starting by using simple examples then building to complex tasks. Chunking content into manageable or ‘bitesize’ worloads.
  • Promoting effortful learning: If not used regularly what is learned is often forgotten.
    • Retrieval practice: by retrieving information from long term memory aids and strengthens neural connections.
    • Spaced retrieval and interleaving content
  • Applying learned information to new and varied contexts:
    • Applied what has been learned to new and different contexts, known as ‘transfer’.
    • To build schemas with clinical reasoning and problem solving.
  • Developing expertise: Promote the development of novice to expert.
    • Deliberate practice: practice like you play.
    • Encourage learners to create learning-orientated goals.
  • Harnessing the power of emotion for learning: Recognize emotional state and impact on learning
    • Create safe learning spaces.
  • Teaching and learning in social context: social learning theory (Bandura, 1986)
    • Learning occurs dynamically with interactions in the environment, learning is social.
    • Social nature of learning through the values, language and skill in the community.
    • Create authentic experiences in workplace learning. In adult learning it needs to be authentic and relevant for the learner.
    • Metacognition: thinking about thinking.

Further Reading

Bandura, A. (1977). Social learning theory. Englewood Cliffs, N. J.: Prentice-Hall.

Mayer, R. E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instructionAmerican Psychologist63(8), 760.

Young, J. Q., Van Merrienboer, J., Durning, S., & Ten Cate, O. (2014). Cognitive load theory: Implications for medical education: AMEE guide no. 86Medical teacher36(5), 371-384.

Spaced Learning

Spaced Learning is a “learning method in which highly condensed learning content is repeated three times, with two 10-minute breaks during which distractor activities such as physical activities are performed by the students” (Wikipedia, 2018).

Spaced Learning in School 

Themes from the Monkseaton High School experience:

  • What could do we do better and what we are doing
  • Drivers for change are technology and new science
  • Neurological research focused on learning and retention
  • Repetition of content
  • Culture of sharing amongst teachers

Additional Resources

Keywords: Spaced Learning; Repetition; Sharing; Experience; Cognitive learning; Neuroscience.

References

Eich, E. (2018). The Cognitive Science of Learning Enhancement: Optimizing Long-Term Retention. The University of British Columbia, Department of Psychology.

Kelley, P. (2007). Making Minds: What’s Wrong with Education-and What Should We Do about It?. Routledge. [preview]

Smolen, P., Zhang, Y., & Byrne, J. H. (2016). The right time to learn: mechanisms and optimization of spaced learningNature Reviews Neuroscience17(2), 77.

Storm, B. C. (2011). The benefit of forgetting in thinking and rememberingCurrent Directions in Psychological Science20(5), 291-295.