How to Take Notes | Science-Based Strategies to Earn Perfect Grades

Summary

In this educational video, Dr. Jubbal from MedSchoolInsiders.com delves into the art of effective note-taking, a critical skill for academic success. He discusses the dual purpose of notes for immediate comprehension and future review, emphasizing the importance of active learning over passive transcription. The video explores the debate between digital and handwritten notes, citing various studies to guide the choice of note-taking medium. Dr. Jubbal recommends strategies like eliminating distractions, avoiding verbatim transcription, and leveraging images for better retention. He also introduces advanced techniques such as summary sheets, synthesis questions, and the proper use of flashcards, tailored to the nature of the subject matter. The video concludes with a promotion of MedSchoolInsiders.com's comprehensive resources for medical students, aiming to enhance their study efficiency and exam performance.

Takeaways

• 📝 The primary purpose of note-taking is to aid comprehension, memorization, and future study, rather than to copy information verbatim.
• 🤔 Note-taking serves dual functions: the process function enhances comprehension and retention while taking notes, and the product function facilitates review and memorization.
• 💻 The choice between digital and handwritten notes depends on various factors; digital offers convenience and searchability, while handwritten notes may promote deeper processing.
• 🚫 Distractions, such as social media, should be eliminated when taking notes digitally to maximize the benefits.
• 🙅‍♂️ Avoid passive note-taking by transcribing lectures verbatim; instead, focus on understanding and reframing information in your own words.
• 📈 Utilize images and figures in notes to enhance understanding and recall, which can be easily done with both digital and traditional note-taking methods.
• 📱 Tablet devices with stylus support offer a hybrid approach to note-taking, combining the benefits of typing and drawing.
• 📑 The outline method is a popular and effective way to organize notes, allowing for a clear and structured representation of information.
• 📚 Active learning strategies like summary sheets, synthesis questions, and flashcards are crucial for mastering the material and should be used post-note-taking to reinforce learning.
• 🏥 The presenter's personal experience in medical school demonstrates the effectiveness of a structured note-taking and active learning approach, leading to high academic achievements.
• 🔍 The effectiveness of note-taking methods can vary based on the nature of the subject matter, being either fact-heavy or concept-heavy, which should guide your study strategies.

Q & A

What is the primary purpose of taking notes according to the transcript?

The primary purpose of taking notes is to facilitate comprehension, memorization, and more effective future studying, rather than merely copying information verbatim from a professor or textbook.

What are the two discrete steps of note-taking mentioned in the transcript?

The two discrete steps of note-taking are the process function, which improves comprehension and retention while taking notes, and the product function, which allows for reviewing notes in the future to commit facts to memory.

What are the potential drawbacks of typing notes on a laptop as discussed in the transcript?

Typing notes on a laptop may lead to transcribing lectures verbatim without deeper information processing, resulting in less retention. It can also cause distractions like social media or instant messaging.

What does the Mueller and Oppenheimer study from 2014 suggest about the effectiveness of handwritten versus typed notes?

The study suggests that handwritten notes have an advantage in conceptual testing but no difference in factual testing when compared to typed notes.

How do the findings from Dung et al. in 2012 contrast with those of Mueller and Oppenheimer?

Dung et al. found that when participants could study their notes, those who used a computer performed better on delayed recall tests, contrasting with Mueller and Oppenheimer's findings that favored handwritten notes.

What recommendations does the transcript provide for taking notes with electronic devices?

The transcript recommends eliminating distractions, such as by disabling notifications or using airplane mode, and avoiding verbatim transcription to promote active learning.

Why does the transcript advocate for using tablet devices for note-taking?

Tablet devices, like the iPad Pro with Apple Pencil, offer the convenience of typing and digital notes while also allowing for drawing and annotating, combining the benefits of both handwritten and typed notes.

What note-taking method does the transcript suggest for most situations and why?

The transcript suggests using the outline method for most situations because it allows for a clean, organized, and straightforward way to organize information from class, which is suitable for understanding and reviewing the material.

How does the transcript differentiate between 'fact-heavy' and 'concept-heavy' courses, and how should this affect note-taking?

Fact-heavy courses require memorizing a large amount of information, while concept-heavy courses involve understanding and applying complex concepts. This differentiation should guide how to study and take notes effectively, with concept-heavy courses potentially benefiting more from active learning strategies like summary sheets and synthesis questions.

What is the role of flashcards in the note-taking process as described in the transcript?

Flashcards, specifically using an app like Anki, are recommended for drilling in information that requires rote memorization. They should be created after the information is organized and understood deeply, not during the initial note-taking process.

What additional study techniques are mentioned in the transcript that are not directly related to note-taking?

The transcript mentions practice problems, the Feynman technique, and other strategies discussed in the 'Study Less, Study Smart' video as additional study techniques that are not directly related to note-taking.

Outlines

00:00

📚 The Art of Effective Note-Taking

This paragraph emphasizes the importance of effective note-taking as a foundational study skill. It discusses the nuances of note-taking, distinguishing between the process and product functions. The process function is about improving comprehension and retention during the act of note-taking, while the product function is about reviewing notes for memorization. The paragraph also addresses the debate on the best device for note-taking, comparing traditional pen and paper with digital devices like laptops. It cites research by Mueller and Oppenheimer, which suggests that while typing may lead to verbatim transcription, handwriting notes can enhance conceptual understanding. However, it also acknowledges conflicting studies and stresses the need for nuance in understanding the findings.

05:01

💻 Balancing Technology and Tradition in Note-Taking

The second paragraph delves into the advantages of using tablet devices for note-taking, which combine the benefits of typing with the ability to draw and annotate. It suggests that devices like the iPad Pro with Apple Pencil or Microsoft Surface offer a flexible approach to note-taking. The paragraph also recommends apps like Notability and OneNote for their drawing and annotating capabilities. It moves on to discuss different note-taking methods, such as the Cornell method and the outline method, with a preference for the latter due to its simplicity and organization. The paragraph further explores active learning strategies, like creating summary sheets and synthesis questions, which are particularly useful for concept-heavy subjects. It also touches on the process of condensing notes into more manageable forms for effective review.

10:01

📈 Mastering Active Learning Techniques

The final paragraph focuses on active learning techniques beyond note-taking, such as using flashcards, particularly the Anki app, for rote memorization. It advises against creating flashcards during lectures to avoid low-quality cards and instead recommends organizing information and making connections first. The paragraph shares personal experiences and strategies that contributed to academic success, including scoring in the top percentile of the MCAT and excelling in medical school. It concludes with a promotion for MedSchoolInsiders.com, which offers resources for medical school admissions, tutoring, and exam preparation, emphasizing the company's mission to support future physicians in becoming effective learners and doctors.

Keywords

💡Spaced Repetition

Spaced repetition is a learning technique that involves reviewing information at increasing intervals over time, which is crucial for long-term retention. In the script, it is mentioned as a foundational component for achieving stellar results in school, emphasizing its importance in the study process. The video suggests that while many focus on memorization techniques, spaced repetition should not be overlooked as it aids in both comprehension and memorization.

💡Active Recall

Active recall is a study technique where learners actively attempt to remember information without looking at the material, which is proven to be more effective than passive rereading. The script highlights active recall as a key part of the note-taking process, suggesting that it enhances comprehension and retention, aligning with the video's theme of effective studying strategies.

💡Note-Taking

Note-taking is the act of recording information during lectures or while studying, which is central to the video's discussion. The script explains that note-taking should not be a mere transcription but a tool for comprehension, memorization, and future study. The video delves into the nuances of note-taking, emphasizing adaptability and the importance of processing and product functions.

💡Process Function

In the context of note-taking, the process function refers to the act of taking notes, which improves comprehension and retention regardless of whether the notes are reviewed later. The script uses this term to differentiate between the act of note-taking and the subsequent review of notes, highlighting that both contribute to learning but in different ways.

💡Product Function

The product function of note-taking refers to the ability to review notes later to commit facts to memory through rehearsal, organization, or elaboration. The script contrasts this with the process function, indicating that while the process function aids immediate learning, the product function is crucial for long-term retention and studying.

💡Handwritten Notes

Handwritten notes are a traditional method of note-taking where information is written down by hand. The script discusses the benefits and drawbacks of this method, suggesting that while it may aid in conceptual understanding, it lacks the convenience of digital storage and searchability. The video uses this term to compare different note-taking mediums.

💡Laptop Notes

Laptop notes refer to the practice of typing notes on a laptop during lectures. The script cites research by Mueller and Oppenheimer, which found that laptop note-taking may lead to verbatim transcription rather than deeper processing. This term is used in the video to discuss the potential downsides of digital note-taking and the importance of active learning.

💡Cornell Notes

Cornell notes is a note-taking system that divides the page into sections for key words, main notes, and a summary. The script briefly mentions this method but advises against it, recommending more active learning strategies instead. The video uses this term to illustrate different note-taking formats and to guide viewers towards more effective techniques.

💡Outline Method

The outline method is a note-taking technique where information is organized hierarchically with main topics and subtopics. The script endorses this method as a simple and effective way to structure notes, making it easier to understand and review the material. This term is central to the video's message on organizing information for optimal learning.

💡Active Learning

Active learning involves engaging with the material through activities that promote understanding and retention, such as summarizing, questioning, and applying knowledge. The script emphasizes active learning as the 'king' of study techniques, suggesting that it is more effective than passive note-taking or rereading. The video uses this term to advocate for strategies that require the learner to be an active participant in the learning process.

💡Flashcards

Flashcards are a study tool where information is presented on cards, often with a question on one side and the answer on the other. The script discusses the use of flashcards, particularly with the Anki app, for drilling in information that requires rote memorization. The video uses this term to illustrate a method for reinforcing learned material and preparing for exams.

Highlights

Space repetition with active recall is fundamental for academic success.

Creating effective Anki flashcards is often overlooked even by study experts.

Note-taking is a nuanced process that requires adaptability based on various factors.

The purpose of notes is to aid comprehension, memorization, and future studying, not just transcription.

Notes serve a dual function: process enhancement while taking notes and product utility for later review.

Handwritten notes may be superior for conceptual understanding, while typed notes vary in effectiveness.

Studies by Mueller and Oppenheimer suggest that typing can lead to verbatim transcription over deeper processing.

Handwritten notes perform better in conceptual testing, but no difference in factual testing was found.

When allowed to review notes, laptop note-takers outperformed in delayed recall tests.

Laptop note-takers also showed better factual recall, possibly due to reduced extraneous cognitive load.

The choice between note-taking devices should consider the balance between typing convenience and the ability to draw or annotate.

Tablet devices with stylus input offer a hybrid approach, combining the benefits of typing and drawing.

Apps like Notability and OneNote are recommended for their flexibility in note-taking and annotation.

Cornell note-taking is structured but may not be the most effective for active learning and recall.

The outline method is favored for its simplicity and effectiveness in organizing class information.

Active learning strategies should be employed post-note-taking for effective information retention.

Fact-heavy courses require different study strategies compared to concept-heavy courses.

Summary sheets or condensed notes are useful for concept-heavy subjects when actively created.

Synthesis questions and tables are effective for reinforcing understanding and making connections between concepts.

Flashcards are best created after deep understanding and not during the initial note-taking phase.

The presenter's note-taking process contributed to high achievements in MCAT, medical school, and USMLE exams.

MedSchoolInsiders.com offers resources for medical school admissions, MCAT, and USMLE preparation.

Transcripts

Since the very beginning, I've spoken at great length about how space repetition

with active recall is a foundational component to achieving stellar results in school.

We've even gone over how to create good Anki flashcards,

which is rarely done properly, even by popular study experts.

But even more foundational is how to take good notes.

I'll show you how to do just that.

Dr. Jubbal, MedSchoolInsiders.com.

Taking good notes, whether from class or from your textbook, is nuanced and messy.

It's part of the reason I've pushed off talking about note-taking for so long.

Unlike many other components to studying, like memorization techniques,

note-taking doesn't naturally fall into a straightforward and streamlined process.

To consistently take useful notes,

you'll need to be adaptable with your approach, adjusting based on several variables,

such as the content you're learning, the lecturer who's teaching you, and a few other factors. Let's get started.

First, what is the purpose of taking notes?

This may seem obvious, but it's at this foundational question that many students get tripped up.

You should not be taking notes to copy verbatim from the professor or textbook.

This is the most common offense.

Rather, notes are a tool used to facilitate comprehension, memorization, and more effective future studying.

You can think of note-taking as two discrete steps: process function and product function.

The process function refers to the fact that the act of taking notes while listening to lecture

improves your comprehension and retention,

regardless of whether you review those notes.

The product function refers to the ability to review the notes in the future and commit facts to memory through rehearsal,

organization, or elaboration. With that in mind,

how should we decide what type of device to use when taking notes?

Write on a notepad, and you lose much of the convenience of storing files digitally,

or having them searchable, or being able to quickly insert images.

Type on a computer, and you cannot easily draw, or you may be prone to distractions like social media or instant messaging.

Additionally, Mueller and Oppenheimer in 2014

demonstrated that typing notes on a laptop is more likely to result in transcribing lectures verbatim

rather than deeper information processing and reframing into one's own words.

In short, less of it actually sticks.

Based on the Mueller and Oppenheimer paper, you may jump to the conclusion that taking notes by hand is superior than on the computer.

As always, the actual science is far more nuanced than lazy thinking and black-and-white summaries would have you believe.

Muller and Oppenheimer found an advantage to handwritten notes with regards to conceptual testing,

but no difference with regards to factual testing.

Additionally, this only tested the process function of note-taking, meaning taking the notes,

but not the product function, meaning reviewing the notes.

When they did allow laptop and written note-takers to review their notes,

the handwritten notes performed better in both factual and conceptual testing.

Settled? Not yet.

Dung and colleagues in 2012 found opposing results,

demonstrating that when participants could study their notes, those who used a computer to transcribe the lectures performed the best on delayed recall tests.

Similarly, Fiorella and Meir and 2017 showed that when allowed to study one's notes,

those who used a laptop performed better on factual information recall than those who took notes by hand,

postulating that those taking longhand notes experience greater extraneous cognitive processing which is ultimately a distraction -

a problem not faced by laptop note takers.

Perhaps these seemingly conflicting findings are best addressed by Luo et al. in 2018,

who address the main shortcomings of the three previous studies.

This table beautifully summarizes the key findings from each study.

Seems confusing? It should since there are several conflicting findings on the surface level.

With all this conflicting data, what should we believe?

Again, nuance is key, and the devil is in the details.

Here are the best practices. I recommend based on the data:

First, Eliminate Distractions

Completely disable all notifications and enter airplane mode if necessary to eliminate distractions from a laptop or tablet while taking notes in class.

Failing to do so drastically reduces any benefits offered by using an electronic device.

Number 2.) Avoid Transcribing

I type at 145 words per minute,

and if you're also a fast typist, you may find it easy to transcribe what the lecturer is saying verbatim.

This is a highly passive form of note-taking, and as we've discussed many times on this channel,

active learning is king.

While in lecture, your priority should be to understand the information.

To facilitate this process and avoid regurgitating, put it into your own words.

The data on the utility of transcribing is conflicting,

but that's due to study limitations and overall poor note-taking strategies within the studies.

Number 3.) Take Advantage of Images and Figures

Regardless of the medium you use when taking notes,

prioritize incorporating relevant images and figures into your notes.

With handwritten notes, you can draw them in yourself.

With a laptop or tablet, you can take a photo or screenshot and insert them directly into your notes.

Which brings us to our last point.

Traditionally, we look to either typing on a laptop or writing in a notebook,

but each system has significant downsides.

As we now enter a new decade in 2020, tablet devices are more affordable and accessible than ever,

and they allow for the best of both worlds - the convenience of typing and digital notes with the ability to draw and annotate.

I went with an iPad Pro with Apple Pencil, but even a regular $300 iPad will get the job done.

Windows users should look to the Microsoft Surface.

If you have a different suggestion, share it with the rest of us in the comments below.

In terms of app, I highly recommend Notability or OneNote, as both allow for a flexible system of drawing,

typing, and importing images or PDFs that you can annotate.

I used to use Evernote and Apple notes,

but they're drawing functionality is highly restrictive.

And while I do love Notion, the lack of drawing or annotating holds it back in the purposes of in-class note taking.

Now that we have the fundamentals in place, how do we approach note-taking most effectively?

The first step is to take good notes.

Cornell notes follow an intelligent structure that facilitates active learning and recall.

On the left side, you write down key words or questions that you use to quiz yourself later.

On the right-hand side, you take your notes in traditional nested outline format.

At the bottom, you write a summary of the information on the page.

While well-intentioned, I do not recommend you use this format,

as there are much better ways to incorporate active learning and recall into your daily studying,

which we'll get to shortly.

The outline method is my favorite, and it's one of the most popular methods used by college and medical students.

It's quite simple. You start with a main topic or idea, and if there is a subtopic related to that idea,

you nest it with an indent.

If you have another supporting fact of that subtopic, you nest that point further.

This allows for a clean, organized, and straightforward way to organize the information from class.

You should use this as your default to go-to in most situations. If this seems straightforward and simple, it should.

That's because during this stage, you're simply seeking to understand and organize the information in a way that makes sense to you.

It's in the next step where additional effort and adaptability comes in.

Once we've taken the notes, the key to learning the information and crushing your exams isn't to simply review the notes again and again.

That's the silly brute force method I used in college, and it's the method most students use too much frustration.

Rather, you need to practice forms of active learning. In determining the method to use,

consider what makes the coursework challenging. Most classes are either fat heavy or concept heavy.

In fact heavy courses, there is simply an immense amount of information you need to memorize,

but the facts aren't all that difficult to make sense of.

Think of history or psychology.

Concept heavy, on the other hand, means the difficulty lies in understanding and applying the concepts.

Think mathematics, neuroscience, or cardiology.

It's not a black and white, either-or, as just about all subjects have a mix of facts you need to memorize and difficult concepts to understand,

but some will be more dominant in facts and some will be more dominant in concepts.

Understanding how fact or concept dominant a subject is will guide you in how to study most effectively.

Summary sheets, also known as condensed notes, are notes you take of your notes. (I know, pretty meta).

Essentially, you're trimming the fat, condensing, and synthesizing your notes into something more manageable.

Don't simply write smaller. Rather, you should be making connections you didn't realize during lecture

and synthesizing the information in new ways, such as in tables or other visuals.

Summary sheets get a bad rap amongst the evidence-based learning community because some studies have shown they aren't all that effective.

I'd argue they are indeed quite helpful - again, nuance is key.

When certain study strategies are employed in a research setting, the nuance is understandably lost.

For summary sheets to be worthwhile, two conditions must be met.

First, the subject should be concept heavy,

and second, don't simply copy your notes,

but making an active learning process by actively seeking to understand, make connections, and simplify.

This shouldn't be easy or comfortable, but that's to be expected of any effective active learning method.

In my pulmonology during the first year of medical school, I scored in the top 3 of my entire first-year class.

I first took simple outline method notes as I attended lecture.

Here's a sample PowerPoint slide with my notes below.

Later on, I went home and condensed the notes into a single piece of paper, front and back, that looked something like this.

I took a photo and saved it to Evernote for me to reference later when I needed to review.

Next up, synthesis questions, which are appropriate amongst a broader range of subjects.

I'm grateful that my medical school provided us with learning objective questions,

which was my first introduction to the practice of synthesis questions.

But you don't need someone else to make them for you - you can make them yourself.

Let's take cardiology block during my first year of medical school,

one of the most conceptually challenging blocks,

but also one of the blocks where I set the curve and ranked number 1 in my medical school.

Again, I started off with outline method notes, but after lecture, I worked on synthesis questions.

Again, this is best served when it becomes an active process, such as when you're making a table of two similar but distinct entities.

Simply copying down information does not help you here.

For example, after learning about skeletal and cardiac muscle, I made a table comparing the two.

Here's another table comparing systemic and pulmonary blood circulations.

The process of making the table was an active process that reinforced the material and my understanding of it,

plus I had the added benefit of a high-yield table to review at a future date.

Third, we have a crowd favorite, flashcards.

If you've watched my other videos, you know I love flashcards, specifically Anki,

a free flashcard app that I've made tutorials on how to use.

Students often ask me if they should make flashcards directly in class.

I actually tried doing this in medical school during some blocks, and it's not a good idea.

The reason being is that you'll make very low-quality flashcards that have far too much information on them,

or test you on multiple facts, or don't follow other best practices.

This translates to highly inefficient flashcards and wasted effort.

It's for this same reason that I don't recommend you use Cornell notes.

Making good flashcards is a difficult process,

but I've simplified it and outlined how exactly to do so in a previous video.

Link in the description.

Flashcards should only be made after you have organized the information,

understand it deeply, and have made connections or simplifications in your head or on paper.

Flashcards are used to drill in information that requires rote memorization more so than conceptual understanding.

And there you have it. This is my note-taking process that earned me a 99.9th% percentile on my MCAT,

top marks in medical school and on my USMLE,

and allowed me to match into the hyper-competitive field of plastic surgery.

There are some other techniques unrelated to notes,

Such as practice problems, the Feynman technique, and more, but I've gone over those in my popular Study Less, Study Smart video,

which is the highest yield study video I've ever created.

If you're serious about getting straight A's in class and crushing your MCAT or USMLE,

visit us on MedSchoolInsiders.com. As you know, I'm a firm believer that systems produce results.

That's why my team and I at Med School Insiders obsessed over how to become the best admissions consulting

and tutoring company for future physicians.

At Med School Insiders, our mission is to empower a generation of happier, healthier, and more effective future doctors.

From medical school or residency application help to crushing your MCAT or USMLE, we've got your back.

And our results speak for themselves.

We've become the fastest growing company in this space with the highest satisfaction ratings.

See for yourself and learn more at MedSchoolInsiders.com.

Thank you all so much for watching.

What other study technique questions do you have? Drop a comment below and I'll consider making a future video about it.

Much love to you all, and I will see you guys in that next one.