You’re NOT stupid, Your Schedules Are. | The Anti-Study Plan Method

Summary

In this video, medical student Fay discusses her disdain for traditional study plans due to their rigidity and tendency to prioritize quantity over quality. She argues that studying should be flexible and adapt to individual needs and topics' varying complexities. Fay shares her alternative approach, which includes setting daily goals, focusing on quality over quantity, and using 'batch tasking' to improve efficiency. She emphasizes the importance of self-encouragement and the flexibility to adjust plans based on daily performance and well-being.

Takeaways

• 📚 Fay, a final-year medical student, shares her personal journey and insights on study planning.
• 🚫 Fay initially struggled with rigid study plans, which she later found to be counterproductive.
• 🐌 The 'snail vs. worm' analogy is used to illustrate the inflexibility of study plans compared to a more adaptable approach.
• 🕰 Study plans can lead to neglecting high-yield topics and not accounting for varying difficulty levels of subjects.
• 🌀 Fay emphasizes the importance of personal well-being and how study plans can overlook the impact of daily feelings and energy levels.
• 🎨 Fay discusses the time-consuming and often fruitless endeavor of creating color-coded study plans that are rarely followed.
• 🍫 The 'Brussels sprouts vs. Lindor' analogy highlights the preference for quality over quantity in studying.
• 🎯 Fay suggests setting goals and identifying weaknesses at the start of an exam season instead of detailed study plans.
• ✅ A daily ritual of planning in half-hour slots, with flexibility to adapt based on the day's progress and feelings, is recommended.
• 🔄 Batching tasks and checking off completed tasks provides a sense of accomplishment and motivation.
• 🌟 Fay encourages finding small joys in studying, like crossing off tasks, to maintain motivation without constant self-pressure.

Q & A

Why did the speaker initially start making study plans?

The speaker started making study plans after failing their A levels and not getting the grades needed for medical school, as a way to structure their study and eventually get into medical school.

What is the speaker's opinion on study plans after six years in medical school?

The speaker believes that making a study plan could be harmful to one's grades and suggests an alternative approach to studying.

What is the 'worm versus the snail' analogy referring to in the context of study plans?

The 'worm versus the snail' analogy refers to the rigidity of study plans compared to the flexibility needed in studying. The snail represents a rigid study plan, while the worm symbolizes a more flexible and adaptable approach.

Why does the speaker dislike the rigidity of study plans?

The speaker dislikes the rigidity of study plans because they do not account for varying times needed for different topics, the importance of high-yield topics, and the individual's feelings or condition on a particular day.

What is the 'colorcoded plan that never gets cross-out' issue mentioned by the speaker?

This issue refers to the time spent creating elaborate study plans that are never followed through, leading to a sense of guilt and failure instead of actual study progress.

How does the speaker feel about the balance between quantity and quality of study?

The speaker believes that quality of study is more important than quantity. They argue that several hours of focused, quality study are more beneficial than forcing a large number of hours without focus.

What does the 'Brussels sprouts or the Lindor' analogy represent in the script?

This analogy represents the preference for quality over quantity. The speaker would rather have a few Lindor chocolates (a treat they enjoy) than many Brussels sprouts (which they dislike), emphasizing that doing a few enjoyable and effective study tasks is better than many tedious ones.

What alternative does the speaker suggest instead of a rigid study plan?

The speaker suggests setting goals, identifying weaknesses, and creating a flexible daily schedule based on how the day is going, rather than a rigid study plan.

How does the speaker plan their day during exam season?

The speaker writes a daily schedule in half-hour slots, planning out their day based on previous performance, weaknesses, and how they feel that day.

What is the speaker's view on batching tasks during study?

The speaker is a strong advocate for batching tasks, which involves grouping similar tasks together to improve efficiency and reduce the energy spent on task switching.