How to study effectively?

Medical residents learn innumerable methods, procedures, and surgeries throughout their training that they will subsequently apply to save lives. It really could mean the difference between life and death to be able to recall these abilities. In light of this, a 2006 study divided a class of surgical residents who were learning how to suture arteries into two groups. Every group was given the identical study materials, but one group studied them in a slightly different way. And when tested a month later, this group significantly outperformed the other residents at performing the surgeries. The key to that group's success will be covered, along with two other highly efficient study methods that can be used both inside and outside of the classroom. But let's first examine how the brain processes and retains information in order to comprehend why these techniques are effective.

Imagine you are learning the structure of the heart by heart. The hippocampus is a region of the brain where groups of neurons temporarily encode memories when you are first exposed to a new idea. These same neurons fire again when you study the heart's chambers for an exam or continue to learn about how the heart functions in class. By strengthening the connections between the cells, this repeated firing stabilizes the memory. The neocortex, a different region of the brain, is involved in the gradual long-term storage of information about the anatomy of the heart. Although the exact mechanism of information transfer from short-term to long-term storage is still unknown, it is believed to occur during sleep and, most importantly, in the intervals between study sessions. Here, the new information is combined with concepts you already know about related to it, like the anatomy of other organs or how to measure heart rate. And that's not where the process ends. Because you are reactivating the long-term memory each time you remember heart anatomy, it is subject to change. The information can be reinforced, updated, and reintegrated with additional data. This is where the first study method we'll discuss fits in. Putting your knowledge to the test with quizzes and flashcards makes you actively retrieve information, which refreshes and fortifies your memory. Pupils frequently favor alternative study strategies, such as going over textbooks again and underlining notes. However, because the knowledge is readily available, these methods may give you a false sense of competence. But you can determine what you truly know more precisely if you test yourself. What happens, though, if you lose track of the answers while working on this? Fear not—learning from mistakes can actually be enhanced over time. It is hypothesized that while you search your mind for the solution, pertinent knowledge is activated. When the right response is eventually discovered, your brain will be better equipped to combine this new information with what you already know.

Our second method expands upon the previous one. Mixing up your flashcard deck with different subjects is the best way to study with them. Practicing more than one skill or topic at a time can hinder retention. Instead, interleaving, or combining the concepts you concentrate on in one session, can improve retention. One explanation for why this works is that, much like in testing, switching between subjects causes your brain to momentarily forget stuff before retrieving it and fortifying your memory even more. Also, you might discover links between the subjects and gain a deeper comprehension of their distinctions.

Our last study strategy deals with when to study now that you know what and how to study. By dividing up your review into several days, you can take breaks and sleep in between sessions. The brain is actively storing and integrating information in the neocortex even when it is "offline." Therefore, even though studying the night before the test might seem sensible because the information will still be fresh in your memory, it won't stick in your memory for very long. This returns us to the subject of our medical residents. The same amount of time was spent studying the surgery by both groups. However, the training for one group was compressed into a single day, whereas the training for the other, more successful group was spread out over four weeks.

All three of these study methods are effective because they were created with the human brain in mind. They enhance and support the amazing process by which the brain processes and stores the copious amounts of information it is exposed to on a daily basis.