Journal ArticleDOI
Twelve tips on guiding preparation for both high-stakes exams and long-term learning.
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TLDR
Advice is offered that can be used by academic support centres, medical educators, learning specialists, and faculty advisors, or even test-takers, to help learners to balance score achievement and knowledge development, while simultaneously cultivating more efficient and motivated studying and increasingly self-regulated learning.Abstract:
High-stakes exams including admissions, licensing, and maintenance of certification examinations are commonplace in health professions education. Although exam scores and performance can often serve gate-keeping purposes, the broader goal of health professions education is to foster deep, self-directed, meaningful, motivated learning. Establishing strong support structures that emphasize deep learning and understanding rather than exam scores can be beneficial to preparing learners who have the knowledge base to be excellent practitioners. This article offers guidance that can be used by academic support centres, medical educators, learning specialists, and faculty advisors, or even test-takers, to help learners to balance score achievement and knowledge development, while simultaneously cultivating more efficient and motivated studying and increasingly self-regulated learning. This series of tips details considerations for building academic success supports, fostering a growth mindset, planning efficient and effective studying efforts, utilizing test-enhanced learning strategies, exam-taking skills practice, and other support structures that can help strengthen learning experiences overall.read more
Citations
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Learning from Errors.
TL;DR: This article found that errorful learning followed by corrective feedback is beneficial to learning, and the beneficial effects are particularly salient when individuals strongly believe that their error is correct: errors committed with high confidence are corrected more readily than low-confidence errors.
Journal ArticleDOI
Medical student response to 'Twelve tips on guiding preparation for both high-stakes exams and long-term learning'.
TL;DR: In this article, the authors present twelve tips on guiding preparation for both high-stakes exams and long-term learning and thank Sein et al. (2021) for their advice.
References
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Book
Mindset: The New Psychology of Success
TL;DR: Mindset is a simple idea discovered by world-renowned Stanford University psychologist Carol Dweck in decades of research on achievement and success as discussed by the authors, and it has been shown to increase motivation and productivity in the worlds of business, education and sports.
Journal ArticleDOI
Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains.
TL;DR: This article proposes an alternative framework to account for individual differences in attained professional development, as well as many aspects of age-related decline, based on the assumption that acquisition of expert performance requires engagement in deliberate practice and that continued deliberate practice is necessary for maintenance of many types of professional performance.
Journal ArticleDOI
The Critical Importance of Retrieval for Learning
TL;DR: The results demonstrate the critical role of retrieval practice in consolidating learning and show that even university students seem unaware of this fact.
Journal ArticleDOI
Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping
TL;DR: It is shown that practicing retrieval produces greater gains in meaningful learning than elaborative studying with concept mapping, and this support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes.
Journal ArticleDOI
Metacognitive strategies in student learning: Do students practise retrieval when they study on their own?
TL;DR: It is proposed that many students experience illusions of competence while studying and that these illusions have significant consequences for the strategies students select when they monitor and regulate their own learning.
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