How I Would Study in Med School (If I Could Start Over)
Summary
TLDRIn this reflective video, Dr. Justin Sun shares his medical school experience and the learning mistakes he made, such as over-engineering for exams and lacking clinical perspective. He advises students to simplify complex information, focus on clinical reasoning first, and strategically utilize clinical placements to reinforce learning. His tips aim to make medical education more efficient and enjoyable, emphasizing the importance of understanding knowledge in a way that translates to real-world practice.
Takeaways
- 🎓 Over-engineering for exams was a mistake; it didn't translate well into practical clinical use and led to repeated relearning of forgotten information.
- 🔍 Lack of discernment in learning details resulted in a disjointed understanding of the big picture and difficulties in managing complex clinical cases.
- 📚 The speaker regrets not utilizing clinical attachment days effectively, missing out on learning opportunities that couldn't be gained from studying alone.
- 🤔 Clinical reasoning was neglected until late in the medical school journey, which hindered the ability to navigate from symptoms to potential diagnoses.
- 🗂️ The importance of having a system for foundational knowledge was overlooked, leading to inefficiencies in learning and retention.
- 🧩 The realization that learning should not be compartmentalized but integrated from a clinical perspective first, then reinforced with detailed disease-focused study.
- 📉 The shock of failing a clinical attachment due to an exam-focused learning approach highlighted the need for a more practical and foresightful learning method.
- 📈 Emphasis on the need to understand information in a simplified and intuitive manner to avoid feeling overwhelmed and to improve clinical application.
- 📝 The speaker advises to pick important areas to focus on, acknowledging that it's impossible to learn everything in medical school and to prioritize based on clinical relevance.
- 👨⚕️ The mindset should be that of a doctor in training, not just a medical student, which changes the approach to learning from memorization to understanding and application.
- 🔄 The recommendation to prepare for clinical placements by studying the most likely conditions to be encountered, creating a direct link between study and practical experience.
Q & A
What was Dr. Justin Sun's profession before becoming a learning coach?
-Before becoming a learning coach, Dr. Justin Sun worked as a junior doctor for a couple of years.
What is the main focus of Dr. Sun's work now?
-Dr. Sun's main focus now is on education, educational entrepreneurship, and social enterprise, helping students worldwide learn more efficiently.
Why did Dr. Sun fail his first clinical attachment in medical school?
-Dr. Sun failed his first clinical attachment because his learning method, which was suited for exams, did not translate well to clinical practice and real-life application of knowledge.
What was one of the biggest mistakes Dr. Sun made during his medical school years?
-One of the biggest mistakes Dr. Sun made was overlearning for exams without considering how he would use the information in the future, leading to a lack of foundational knowledge and frequent relearning of the same topics.
How did Dr. Sun's approach to learning change after realizing the issues with his initial method?
-Dr. Sun started learning from a clinical reasoning perspective first, then later reinforced his learning with disease-focused pathophysiology, which organized his knowledge functionally and provided more context.
Why did Dr. Sun struggle with understanding patients with atypical presentations or multiple comorbidities?
-Dr. Sun struggled because his knowledge was fragmented and disjointed, lacking a big-picture understanding of how different aspects interacted to affect patient presentation and management.
What was the issue with Dr. Sun's approach to learning about shock during his preclinical years?
-Dr. Sun's issue was that he learned shock as a collection of different types, ideologies, and clinical findings without a unifying framework, making it hard to remember and apply the knowledge effectively.
How did Dr. Sun's senior help him understand shock in a more intuitive way during his clinical attachment?
-Dr. Sun's senior used a simple diagram comparing the body to a pump with tubes in a container, explaining that shock involves problems with the pump, tubes, container, or fluid, providing a framework to understand and question different aspects of shock.
What was the key realization Dr. Sun had about anatomy during his rotation in Orthopedics?
-Dr. Sun realized that the reason to know anatomy is not just for the sake of knowledge, but to apply it in practical situations, such as during surgeries, which helped him understand and remember anatomy better.
What advice does Dr. Sun give to medical students about making the most of their clinical placements?
-Dr. Sun advises students to focus their studying on the most likely conditions they will encounter in their clinical placements and to engage actively during ward rounds and surgeries to consolidate their learning and ask relevant questions.
What is the importance of simplifying and finding an intuitive understanding of medical topics according to Dr. Sun?
-Simplifying and finding an intuitive understanding of medical topics helps create a solid framework for more detailed learning, making it easier to remember and apply knowledge in clinical situations.
How does Dr. Sun suggest medical students approach their studies to reflect clinical application of knowledge?
-Dr. Sun suggests that students should first understand medical topics from a clinical perspective and then go back to learn more details about the disease or pathophysiology, which aligns with the trend in medical school examinations towards clinical application.
What is the significance of viewing oneself as a doctor in training rather than just a medical student?
-Viewing oneself as a doctor in training emphasizes the importance of learning how to apply knowledge in real clinical scenarios rather than just memorizing facts, which is crucial for long-term retention and effective practice.
Why is it important for medical students to pick their losses and focus on what is clinically relevant?
-It is important because it is impossible to learn everything in medical school, and focusing on clinically relevant knowledge helps students to prioritize their learning and better prepare for their future practice as doctors.
Outlines
🎓 Reflecting on Medical School Experiences
Dr. Justin Sun, a learning coach and former junior doctor, shares his personal experiences from medical school, highlighting the mistakes he made and the lessons he learned. He emphasizes the importance of learning efficiently and adapting study methods to clinical practice, rather than just for exams. He also discusses the pitfalls of over-engineering study methods, the challenges of clinical attachments, and the need for a more holistic approach to learning medical knowledge.
📚 The Pitfalls of Rote Learning and Detail Focus
In this paragraph, Dr. Sun describes how his initial approach to learning was overly focused on memorization and details, which led to difficulties when applying knowledge in clinical settings. He realized the importance of understanding the big picture and the interconnectedness of medical concepts. He also regrets not utilizing his clinical attachment days effectively, missing out on learning opportunities that come from hands-on experience and patient interactions.
🧠 Clinical Reasoning and the Importance of Context
Dr. Sun discusses the shift in his learning approach from a disease-focused to a symptom-focused perspective, which allowed him to navigate clinical scenarios more effectively. He underscores the value of clinical reasoning and the need to understand diseases from a symptomatic viewpoint. He also shares an anecdote about learning shock, illustrating how a simple, intuitive framework can transform complex information into a more digestible format.
💡 Simplifying Complex Information and Clinical Correlation
Here, Dr. Sun emphasizes the importance of simplifying complex medical information and finding intuitive ways to understand it. He reflects on his past failure to do so, which led to gaps in his knowledge. He also discusses the importance of clinical correlation, suggesting that students should learn anatomy and other subjects by considering their application in clinical practice, which makes learning more relevant and memorable.
📈 Prioritizing Knowledge and Maximizing Clinical Placements
In this section, Dr. Sun offers advice on how to prioritize learning and make the most of clinical placements. He suggests focusing on the most likely conditions to be encountered and tailoring study plans to align with anticipated clinical experiences. He also encourages students to engage actively during clinical placements, asking questions, and seeking opportunities to apply their knowledge, which can lead to a more fulfilling and effective learning process.
🚀 Final Tips for Medical School Success
Dr. Sun concludes with a series of final tips for medical students, including simplifying complex topics, focusing on clinical application, and picking one's learning battles. He also stresses the importance of viewing oneself as a doctor in training, rather than just a student, and the value of engaging with clinical experiences to reinforce learning. Additionally, he mentions resources for further learning techniques and his guided step-by-step program for mastering an effective learning system.
Mindmap
Keywords
💡Medical School
💡Clinical Attachments
💡Over-engineering
💡Short-term Memory
💡Discerning
💡Clinical Reasoning
💡Spiral Curriculum
💡Clinical Correlation
💡Differential Diagnosis
💡Pathophysiology
💡Anatomy
💡Shock
💡Clinical Placements
💡Intuitive Understanding
💡Specialist
💡Flashcards
Highlights
The speaker, Dr. Justin Sun, shares his experience and mistakes from medical school, aiming to help others avoid similar pitfalls.
Over-engineering learning for exams was a mistake that didn't translate well to clinical practice.
Lack of foresight in learning led to repeated relearning of foundational knowledge throughout medical school and doctor career.
The importance of discerning the level of detail needed for effective clinical application was overlooked.
Clinical placements were underutilized, missing opportunities for contextual learning.
Clinical reasoning was neglected, leading to difficulty in applying knowledge to patient presentations.
The realization of the need to learn from a symptom-focused perspective rather than just disease-focused.
The transformative effect of a simple diagram in understanding shock, emphasizing the need for intuitive learning methods.
The importance of deliberately simplifying complex information for better understanding and retention.
Anatomy should be studied with the intention of using it in clinical practice, not just memorizing facts.
The value of putting oneself in the position of performing a procedure to understand the relevance of anatomy.
Making things simpler and more intuitive is a key strategy for effective learning in medical school.
Clinical perspective should be prioritized when learning to facilitate understanding and application of knowledge.
The concept of being a doctor in training rather than just a medical student is crucial for effective learning.
The advice to pick one's losses and focus on what's clinically relevant for effective learning.
Utilizing clinical placements effectively by aligning study with anticipated clinical experiences.
The importance of engaging in clinical experiences to build on and consolidate learning.
Dr. Sun's regret of not focusing on clinical experiences during early rotations and the wasted time.
Final tips for medical students on how to make the most of their medical school journey.
Transcripts
going to medical school was an amazing
unique experience that I never want to
do again by the time I graduated medical
school there are a lot of things that I
wish I had done very differently and
they would have made mid School much
easier or saved me a lot of time and
stress and so let me tell you the
mistakes that I made I'll tell you what
I did what problems it led to which
weren't like that obvious at the time
and then what I would do differently or
how I managed to change things up by the
time I graduated and hopefully it can
save you some of the Str that I went
through going through medical school
myself for those of you that are new to
the channel welcome I'm Dr Justin Sun
I'm a learning coach and the head of
learning at I can study but in my past
life I worked as a junior doctor for a
couple of years before deciding that my
true passion and Alignment lay with
education and educational
entrepreneurship and social Enterprise
and so that's what I do now so for the
last 10 years I have been helping
students from around the world learn to
learn more efficiently so let's just
jump into it with the first mistake that
I made which was that I really over
engineered a way of learning that was
suited for exams and this was fine in my
pre-clinical years and when I entered
into my clinical attachments in
hospitals uh which for me was in my
third year of medical school I actually
failed my first run that first one was
General medicine or for those of you in
North America Internal Medicine which
you probably know is like a major major
attachment and this came as a shock to
me because I was doing reasonably well
in my preclinical examinations so I
didn't really expect to bomb so hard in
my clinical attachment and the reason
was because I was learning in a way that
was fine for the exam but it wasn't
translating very well to clinical
placement and the way that I would need
to use that knowledge in real life and
so not only could I not really use my
knowledge effectively but also I built a
system that was really more around
shortterm memory like learn it for this
exam and then a month or two later I
don't really needed anymore so I wasn't
creating strategies that allowed me to
build foundational knowledge and carry
that through year after year so what
ended up happening was that I would
probably every single year of not only
medicine but also working as a doctor
relearn the same things that I had
learned and just kept forgetting over
and over and over again and so that was
probably one of the biggest mistakes
that I made was was just overlearning
for exams without having more foresight
into how I would need to use that
information in the future but another
aspect of it was that I wasn't very
Discerning about the level of detail
that I needed I had a general sense that
I needed to learn everything and I was
very focused on a lot of very specific
details so I would have fragmented
discret but like a copious amount of
factually accurate technical specific
information and detail but when it came
to really understanding how everything
worked at a big picture level I was very
disjointed it was very fragmented so
when I started seeing patients that
didn't just have like this disease with
this particular symptom cluster and they
had atypical presentations of a disease
and they were slightly older and they
were on this medication and a previous
comorbidity and they had this type of
surgery and they also have this other
disease and they've got this other thing
which maybe is diagnosed or maybe not
but you don't know cuz the record was
from 20 years ago it just became way too
confusing because I didn't know how all
these different aspects interacted with
each other to affect the presentation of
the patient in front of me or the
management for them moving forward and
I'd look at my scene
and they used to be a to like take all
these things and just come to these very
Nuance really well synthesized
management plans and and differential
diagnoses for the patients very quickly
and it became obvious to me that it
wasn't just because they had memorized
more than me they fundamentally were
able to see the patient and all that
information through a different lens
like it made sense to them in a way that
it just did not make sense to me that
was not about just knowing more facts I
never already thought about how you can
understand information in a different
way through preclinical when I was in
preclinical there was a method of
understanding a topic that was given to
me like this is how you learn
antibiotics this is how you learn you
know microbiology this is how you learn
genetics this is how you learn Anatomy
whatever it is and that is the way that
I would learn it the way it was given to
me is the way that I would learn it and
if it was hard to understand it's just
like I guess this is kind of a harder
topic I just need to study more more I
didn't go out of my way very often to
look for a simpler way to put it all
together as a proportion of time wasted
this probably wasted the most amount of
time for me throughout all of medical
school which was that I didn't utilize
my clinical attachment days very
effectively there were a lot of days
where I rock up and I wasn't really
interested in what was happening during
the ward round I wasn't interested in
what was happening during the patience
like I didn't really even want to
see patience because I felt like I had
such a knowledge deficit that I just
wanted to go and study like I would come
to the hospital just to show face show
my seniors like hey I'm around I exist
please remember me for when you do my
marking forms hey by the way can I go
and just study now and thinking back on
it it is important to take time
independently to study but there's also
a lot of learning that I could have
gained from Clinical placements
that I just completely ignored there are
just some things that you cannot learn
from just studying like you need the
patient there to be able to understand
what you're learning in context to give
it relevance and that's what I found was
that when I was studying it purely
academically I didn't have a sense of
relevance for how I could use this
information and all the nuances around
it and so it was very hard for me to
make sense of it and organize it because
I just didn't know how I need to apply
it at the end of this video I also talk
about how you can make the most of
clinical time this is what I recommend
to all my clinical medical students now
this is what I started doing in my final
year of medical school and it it just
makes clinical days so much more
valuable okay so let me give you a
couple of examples now specifically of
things that I had learned like this
wrong way and the way that I had changed
it so that you've got a bit more context
and I'll end off with like a few
specific concrete recommendations that I
would recommend for any medical student
I promise you this is going to make your
medical school life much easier much
more enjoyable and just like you're
going to save a lot of time so here's
what happened I was sitting there in the
ward and my consultant otherwise known
as an attending physician he sat down
after I saw a patient and he said okay
your patient here has chest pain what
are you thinking about and I said okay
well there are some things it could be
like it could be an MI mardan function
it could also be a PE and I just could
not think like I was choring for ideas
for chest pain which is like the most
typical like the most classical you know
symptom that you should probably be
prepared for and that's when I realized
I'd never really thought about it from
that perspective before like I had
thought about it from such a disease
Focus that i' never really thought about
it from a symptom focus when someone
just presents to you with whatever they
have how can I navigate backwards to
figure out what disease or diseas is I
got going to sit in my differentials and
I just couldn't use my knowledge in that
direction it was just too fixed it was
just too rigid and this came up time and
time again it happened for diabetes it
happened for shock uh because the way
that I learned something like diabetes
was that I learned it like this right
I'd learn okay this is diabetes this
panop these are the complications
andever I tested myself I test myself
like this as well hey what are the
microvascular complications of diabetes
Well the macrovascular complication of
diabetes I didn't test myself from the
other way around I didn't say okay let's
say that someone has blindness in their
eyes what are the differential diagnoses
for that what are the possible things
and what are the questions that you
would have to ask to rule in or rule out
certain diagnoses the clinical reasoning
part of my studying I just did not think
about it until way too late in my
medical school and a lot of medical
schools now have realized that that's a
problem with the way that they teach and
so there are these things they're
technically called spiral curriculums or
spiral integrated curriculums or
integrated curriculums but the idea is
that you have a lot of this clinical
scenario thinking all the away from the
beginning in your preclinical years
which is a great step but I also work
with a lot of students that are going to
medical schools they teacher this way
now and what I've realized is that they
still compartmentalize it they still
learn every disease as a disease basis
first and then way way way way down the
line they then try to go backwards and
then they get overwhelmed and overloaded
and because medical school is
challenging and there's a lot of volume
to study it's just too much and people
just end up more confused and so one of
the things that I wish I had done and
then I started doing later on is I just
studied it purely from the clinicals
perspective first I learned it from a
clinical reasoning perspective to begin
with and then later when I'd understood
that I'd come back to the path of
physiology and then reinforce my
learning at a disease Focus because that
actually makes a lot more sense rather
than learning the disease one by one and
then trying to bring it together to see
you know how you can look at it from a
symptom first perspective I just learned
it from a symptom and sign perspective
first and then I worked my way through
the differentials and then patted up
with pathophysiology so if someone comes
in with chest pain I would start
thinking okay pain in the chest could
come from the skin could come from the
bones could come from the muscles I just
work my way in could be the plura could
be The myocardium could be
neurogenic so I would start in that
order and then I think okay so what are
the things that I can think of that
could be affecting things there and
anytime I didn't understand or I thought
I was missing something then I would go
to learn more about that particular
disease so that I would be able to work
through my differential and clinical
reasoning process a little bit more what
this meant was that my knowledge was
much more functionally organized to
begin with and I had the same level of
detail but I had much more context to it
and a great example of where this came
in handy was when I learned about shock
so when I first learned shock in prein I
learned it pretty much like this I just
had all the different types of shock all
the different possible ideologies the
pathophysiologies and all the like
various clinical findings like cardiac
output is down or up or jvp is elevated
or not or neutral or you post and heart
raid like I would just learn all of
these different things and I have these
committed to flash cards actually you
know what I literally for this
particular topic I literally Drew
handwritten cards and blue tacked them
to my wall and I so proud because they
were very pretty and I literally got no
value out of it I probably looked at
them like five times and uh I never
really remembered anything about them to
this day I don't remember what it looks
like other than the fact that it used to
hang right above the door handle on my
wall so this is how I learned shock and
I managed to you know pass all my exams
if you ask me hey what are all the
symptoms of hypo volic shock what are
all the signs I would have been able to
give you an answer honestly I don't
remember anymore but when I worked in Ed
my senior pulled me aside and he was
like hey let's just talk about shock for
a second he was like you know I know
that when you go through mid School you
learn it this way but let me show you a
way that's just much faster so he takes
a piece of just random clinical paper
and he just draws a very simple diagram
and he just says hey look at the end of
the day shock is just about a pump the
tubes that are connected to the
pump sit sitting inside a container that
is your body and then there's fluid
being pumped through the tubes so if
you've got shock it's either going to be
a problem with the pump a problem with
the tubes a problem with the container
or a problem with the fluid and that's
all the different types of shocks and he
went through and then he mapped every
single part of shock and all the
different types and ideologies to this
framework and he said so when you're
seeing a patient all you need to do is
ask yourself is there a problem with the
pumps and you know exactly what
questions to ask is a problem with the
pipes you know the questions to ask is a
problem with the fluid you know the
questions to ask is a problem with the
container you know the questions to ask
and for me that was a transformative way
of thinking one of the things that I
said before was that I didn't spend a
lot of time when I was studying
academically to deliberately make things
simpler and here's the reason why it
would have helped me a lot because just
looking for like an image for this video
I actually found that there are a lot of
other ways that of thinking about shock
and I found this particular image here
which classifies shock in a very similar
very simple way and I don't know when
this was published but if I had taken
the time to deliberately take something
that I thought was overwhelming and very
detailed and say there must be a simpler
more intuitive way to understand this
what could it be if I had taken the time
10 15 20 minutes to take this
information and deliberately try to make
it simpler and more intuitive I probably
probably could have arrived at this kind
of or this kind of conclusion by myself
years earlier but I didn't and as a
result I had a gap in my knowledge and I
wish I had done that for anatomy as well
I've restudied Anatomy again and again
and again almost every single year and
it's only when I actually did a run in
Orthopedics that it kind of clicked how
I needed to be thinking about it and it
clicked for me during surgery I was
retracting a body cavity as you do
just trying to maintain tension and not
have the consultant surgeon yell at me
we've all been there and also not trying
to fall asleep it's a long operation
it's like a 4 and 1 half hour operation
just standing there almost falling
asleep passing out and after the
operation he comes out to me and he says
so what did you learn and to be honest I
learned that I hate retracting body
cavities so I didn't really learn
anything and I tried to make something
up like oh it's really interesting
seeing how you did the suture it was
cool to see the hip replacement go in
how you dealt with the bleeding and he
was like okay okay okay it was like do
you notice where I switched from using
the the scalp of dimy and where I moved
to blunt dissecting do you know why I
did that and honestly first of all I
didn't notice that he did that and
second of all I had no idea why I wasn't
even thinking about why and he proceeded
to explain to me that that is the point
at which the I can't remember I think
may have been like a offshoot of the
femoral artery like a very important
artery passes around there so you need
to be careful around that area which is
why he stopped and he started blunt
dissecting instead and I thought okay
that's actually a really good point and
I probably should have known that and
now I feel like an idiot for not knowing
that but that's also when I had the
realization that the reason that you
would need to know Anatomy is not just
to know Anatomy but you need to use that
knowledge somehow and I'd never really
thought how to use the knowledge of
anatomy Beyond like just a very obvious
clinical corate that was taught to me in
lectures so when I started going back
through my anatomy and now thinking okay
let's imagine that I'm
operating how would I study the anatomy
if I was operating and there's this
really good scene in this like Korean
movie like TV series on Netflix and
there's this one medical student who has
to perform surgery on this other person
and because he's still a student he has
has no idea how so he spends all night
studying his Anatomy textbooks to devise
a strategy for
operating and the reason that I think
that scene is really good is because
that's exactly the way that I started to
study I put myself in the position where
I thought what if I'm the first person
to ever do this operation how does that
make me look at Anatomy differently and
when I started doing that Anatomy became
so much easier more engaging and more
just enjoyable and more memorable to
learn because there were consequences
there was a context and a sense of
relevance to what I was learning and
again yes it does take longer but
surprisingly not that much longer and
the time you're spending is a lot more
enjoyable and you just remember so much
more that you're going to save your time
like truckloads in the long run because
something like Anatomy is useful for all
forms of medicine like even saying
someone's got chest pain to think well
how can you work through that well you
can take an anatomical approach well if
you don't know your Anatomy well enough
to think about the chest wall and work
your way from out to in and understand
the structures that are in place that
cause chest pain that's not going to be
very easy for you if you don't know your
abdominal and Anatomy well enough that
if someone says hey you've got like LIF
upper quadrant pain and then you can
work through anatomically to think where
that could be caused from it's going to
be very difficult whereas learning the
anatomy very well sets a good foundation
for all the other type of learning that
you're going to have to do here are my
final tips here's the things that I wish
I had done that I encourage you to do
first of all as much as possible
whenever you can try to make things
simpler and more intuitive don't just
learn it the way that it's given to you
find a way to understand it it may be
less detailed but give yourself
something simple to base things on I
have a skeleton of a simple intuitive
understanding and a framework to think
through whenever you feel like man
there's a lot to remember and a lot to
memorize here whenever you feel that
sense that this could be overwhelming
find a way to break it down and make it
simpler you can always go and learn the
details and you should but you should
always do that after you have a very
simple intuitive way of understanding
the entire topic it's going to help you
also whenever possible look for the
clinical coret ask yourself how am I
actually going to use this knowledge
before you try to learn anything through
a patho Fizz or a disease or you know
very discret isolated perspective find a
way to think about it from a clinical
perspective first understand it from a
clinical perspective first and then go
back to learn more details about the
disease or the pathophys again it's
going to make it much easier and it's
going to make it make more sense and
you're probably going to do better for
all of your examinations as well because
most medical schools around the world
are transitioning towards having
examinations that reflect clinical
application of knowledge uh a little bit
more closely remember you are not a
medical student you are a doctor in
training and that's a difference you can
try to just keep memorizing and smashing
things through forever but trust me it
doesn't really work the friends that did
that and got their way through medical
school and thought hey why do you need
to change the way that you're studying
you just need to memorize it more now
they're studying to become a specialist
and they're having to relearn all that
stuff all over again because they don't
remember any of it and now they're
having to learn it through the methods
that I'm teaching you now and honestly
there is no reason that you can't just
learn it like how a specialist in
training is trying to learn it when
you're a pre-clin medical student it's
just a better more intuitive way to
learn the material my next tip is to
pick your losses you really can't learn
absolutely everything that you learn in
medical school or just in medicine in
general like it's straight up impossible
and you do have to learn a lot of things
so I would recommend that you kind of
pick your losses don't try to learn
everything make a decision about what is
important for you to learn and why again
coming back to that clinical application
and the things that you feel are less
important you can still try to fit them
in when you've got time but don't try to
cover everything the final tip here is
just how to make use of clinical
placements more effectively I said that
I talk about this at the end and this is
the final tip when you're going into a
clinical placement there is a wealth of
information that you can possibly
extract Center you're studying based on
the likely things you will learn from
your next day or week in clinical
practice don't study the things that are
like less relevant if you know that the
common conditions you're likely to see
in a given placement chest pain and
shortness of breath and some kind of
skin rash and you like headache back
pain center your studying around those
things because what you want to do is
you want to study something and the very
next day you want to have a clinical
experience
that builds on what you just studied
that could be through seeing a patient
or it could be attending a surgery if
you know that you have to spend time in
theater and you're going to be there
observing a surgery anyway study about
that condition and that surgery the day
before so that when you're in there
having the mandatory experience and
spending the time that you cannot Escape
you are at least engaged and you are
gaining value from that there is some
part of your learning that is being
built on and consolidated and that also
allows you to ask very good questions
that your senior is going to realize you
really are putting an effort to getting
learning out of this experience and
that's something they appreciate because
trust me when I started having students
under me when I was a doctor it's very
very clear to see which students
actually care and put in effort and
which ones are just there to burn time
and the ones that are there to burn time
you don't really feel very motivated to
help them along whereas the ones that
are motivated you are more motivated as
well to teach them and help them be
involved in more things and to you know
go out of your way a little bit more to
help their education and I really regret
what I did when I was in my you know
early rotations in clinical placements
where the things that I would be
studying on a daily basis with things
that my University curriculum said that
I need to learn by the end of that
placement and it wasn't really based
around the experiences that I
anticipated that I'd have the next day
or or during that week and what I've
realized now is if IID focused it on
those clinical experiences I would have
covered probably 90 95% of what I would
have needed to know based on what my
University mandated and the other 5% I
could have just easily fitted in around
that time or just before my assessment
it wouldn't have been a problem but
instead I wasted a lot of time and Ward
rounds and clinical attachment days were
so draining and so tiring and I was not
very- engaged and I didn't get a lot of
value out of them because I didn't do
this so a bit of a long video
but I hope this has helped you I
certainly wish someone sat down and told
me this stuff when I went into medical
school if you want some more techniques
around what to do specifically during
lectures or with your note taking or
with your revision strategies or
revision timing or what to do with your
flash cards and make them more effective
these types of other specific techniques
I do also have a guided step-by-step
program where I've taken all of these
techniques looking at the research
triing them and seeing what works and
what doesn't across thousands of
students stud and packaging it into a
single guided step-by-step program that
teaches you an entire Learning System if
you're interested in that you can check
that out at Icon study.com there's a
link in the description I also have a
ton of other videos that provide more
specific techniques that you can check
out on my YouTube thank you so much for
watching I hope this helps and I'll see
you next
time
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