Study with Me + How I take notes - Cambridge University medical student VLOG #36
2018-05-28 · Study with me · Ali · recording, 7:24 · watch on YouTube
Topic: Learning and studying · mode: Explanation and tutorial · tags: Aimed at students
In a study-with-me vlog of a group work day in his accommodation garden, Ali, a Cambridge medical student, shares how he makes notes: split topics into numbered lists rather than bullet points, weave a story to remember long lists, let learners generate answers, crowdsource topics among friends, and take notes while watching lectures, though not as a revision strategy in itself.
What is said
The parts of the video and what is said in each (★ — how much it matters to the video).
00:00:00 — A study-with-me day in the garden of the university accommodation
00:00:33 — Role plays explaining a DNACPR order; assessing fitness for discharge
- ★★ Ali and his friends start the day with role plays of explaining a DNACPR (do not attempt resuscitation) order to a patient, an important conversation that could have come up in their exams. — 00:00:33 · Do not resuscitate
00:01:10 — Numbered lists instead of bullet points; a story to remember an eight-point checklist
- ★★ Ali does not really mind making notes when no easily accessible summary already exists, as was the case for assessing a patient's fitness for discharge. — 00:01:10
- ★★★ Ali's first note-making tip: split a topic into numbered lists rather than bullet points, so that when explaining it or thinking it through you can say there are, say, four main things to know. — 00:01:10
- ★★ To remember the eight activities of daily living, Ali's group wove a story of an elderly patient's day: waking up, walking to the toilet, showering and dressing, walking downstairs and cooking. — 00:01:39
- ★★★ Ali says the story method works for many things where you have to learn a long list, not only for a topic such as the activities of daily living that lends itself well to a story. — 00:02:08
- ★ For GCSE geography Ali's class used the story of Percy the Pebble and Billy the Boulder rolling down a river to introduce the types of erosion. — 00:02:08
00:02:38 — Slow-motion sequence of making and eating lunch
00:03:04 — Teaching Jake and Paul over lunch: making the learner generate the answers
- ★★ Over lunch Ali's group taught Jake and Paul the fitness-for-discharge assessment: Katherine explained it to Jake while Ali, who had made up the story, watched for holes in her knowledge, which helped all three learn. — 00:03:04 · Jake, Paul, Katherine
- ★★★ When explaining something to someone else, Ali says it is better to get them to generate the answers themselves where they can, prodding them along rather than spoon-feeding them. — 00:03:33
00:04:03 — Crowdsourcing palliative care topics; notes in Notability in different colours
- ★★ Ali advises teaching what you have learned to someone else: it consolidates your own knowledge and teaches the other person, making studying collaborative rather than competitive. — 00:04:03
- ★★★ For palliative care, Ali and three friends each summarised one of four topics for about 15 minutes and then explained them to each other, crowdsourcing the knowledge in about a quarter of the time. — 00:04:32
- ★★ Ali's palliative care topic was the final moments of life: he turned guidance from a hospice website into an eight-point checklist in Notability, his iPad note-taking app. — 00:04:32 · Notability
- ★★ Ali writes his notes in different colours because it separates them visually on the page and because he likes it, which makes revising and making notes more pleasant. — 00:05:01
00:05:30 — Taking notes while watching a video or lecture; the day ends with Articulate
- ★ Ali watched his director of studies' recommended videos on a psychiatry risk assessment after a suicide attempt, noting Dr Wilkinson's words, phrases and structure on his iPad. — 00:05:30
- ★★★ Ali finds taking notes while watching a video or lecture really important: it keeps him awake, gives him a summary to look at later instead of rewatching, and makes him organise the material into his own system. — 00:05:30
- ★★★ Ali does not really endorse note-taking as a revision strategy in itself but finds it really useful while attending a lecture or watching a video. — 00:05:59
- ★ Ali's group worked from about 10 a.m. to 6.30 p.m., a chill day with friends that still got a lot done, and ended it with a game of Articulate. — 00:05:59
00:06:29 — Sign-off and outtakes of the Articulate game
Threads in this video
- refine · How should you take notes when studying? — Ali's first note-making tip: split a topic into numbered lists rather than bullet points, so that when explaining it or thinking it through you can say there are, say, four main things to know. (00:01:10)
- restate · How should you take notes when studying? — Ali does not really endorse note-taking as a revision strategy in itself but finds it really useful while attending a lecture or watching a video. (00:05:59)
- refine · How do you study effectively for exams? — Ali says the story method works for many things where you have to learn a long list, not only for a topic such as the activities of daily living that lends itself well to a story. (00:02:08)
- restate · How do you study effectively for exams? — When explaining something to someone else, Ali says it is better to get them to generate the answers themselves where they can, prodding them along rather than spoon-feeding them. (00:03:33)
- refine · Should you study alone or with other people? — For palliative care, Ali and three friends each summarised one of four topics for about 15 minutes and then explained them to each other, crowdsourcing the knowledge in about a quarter of the time. (00:04:32)
- restate · Should you study alone or with other people? — Ali advises teaching what you have learned to someone else: it consolidates your own knowledge and teaches the other person, making studying collaborative rather than competitive. (00:04:03)
- restate · Which note-taking app should you use? — Ali's palliative care topic was the final moments of life: he turned guidance from a hospice website into an eight-point checklist in Notability, his iPad note-taking app. (00:04:32)
Mentioned
Do not resuscitate · History taking · Jake · Katherine · Notability · Paul
Only in the description or credits: University of Cambridge
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