02 October How you control what you take studied for an examination?
In my sessions of mentora online, this question arises repeated times.
It has all the sense. Although the best thing to study is the benefit to do it and the satisfaction of the knowledge, is necessary pass to be able to advance in the race. They are fixed of the way that there is to surpass.
Habitual, the most frequent thing, is than you do not like all the subjects the same. He is natural and it is not necessary to give more importance him. There are subjects more barren than others, and within a same subject there are subjects that we would throw to the trash by far pleasure.
As resident of Otorrino it hated the vertigo subjects. The surgical subjects and urgencies ORL were excited. Things of that one time. Nowadays, nevertheless, I adore the vertigo and I like to read envelope he.
So calm¦ Something that today you detest can like you within 2 years and you will recover it for your formation. But you must know most basic that subject to pass your examination and to remove good qualification if it is possible.
Often we ignored what it does not attract to us, and this is dangerous for your reviews before the examination.
HOW TO CONTROL IF YOU KNOW ALL THE NECESSARY ONE FOR AN EXAMINATION?
There are 2 fundamental techniques:
- The returns. It consists of reading and rereading, with different degrees from depth, all the notes, from the first subject to the last one. This it is the most frequent method, at least in my experience. In my case, I needed to make 3 returns of the agenda to go with tranquillity to an examination (*la tranquillity definition can vary; for me he was to go with the security to obtain a notable at least).
- The index of concepts. This method is used less, or perhaps I have not met so many students who use it. These students know what concepts take clear and which no, and more often reread or during more time those concepts or inscriptions that resist to them. If them questions by how many returns need to give to the notes before an examination, do not know well what to answer to you.
MY METHOD OF RETURNS
My first return consisted of a relatively fast reading to know everything what the agenda contained.
The second return consisted of reading slowly, understanding it everything and to memorise simpler concepts and processes (approximately a 50% of the total).
In the third return, it reinforced already memorised, and to memorise the rest. The effectiveness of this memorization was variable. If it had enough time, it took memorised more of 90%.
Advantages of this method:
- It is easy to control, since to count a number of 2, 3 or 4 returns are simple
- Completing your ideal number of returns, you make sure to take controlled a great percentage of the agenda
Risks of this method: in the preparation of ex¡manes of great volume (for example, the legendary examinations of Reuma+Trauma of the UAM), each return lasts as much time that easily appears temptations to leave subjects to a side, to accelerate the first or second return and to finish the last days discovering that as soon as you dominate a few important issues.
This jeopardizes the memorization of the last days before the examination and it puts in situation to take the subject agenda to you with pins, depending entirely on the luck and the difficulty of the questions.
Other weaknesses of the method of the returns: to fall in the temptation to happen quickly through boring or too difficult concepts, shortening artificially the second return although exceeded time to you.
When you leave difficult concepts for the last days, you are trusting those hours in which the energies can be decreased if you take to long time in way examination ON.
THE METHOD OF THE INDEX
In this case, the student arrives at the intermediate phase of preparation of examinations (centered in the understanding of concepts and first memorization) with the knowledge of what concepts exactly are resisting to him.
I say that he knows exactly what resists to him because I am thinking about the ideal form to apply this method. If you are of that they use this method, he would be brilliant that you told to the details in the commentaries ð us
Disadvantage of this method: or you take an exhaustive index of all the concepts that enter the examination, or run the risk of leaving matter without covering.
Advantages of the method of the index: according to one of its defenders, Scott Young, that method, applied well, allows to know you exactly what agenda you dominate. I say exactly and not approximately.
How propose does Scott Young to use this method? Taking a registry of all the concepts on which they can ask you in the examination at issue. He speaks to use a notebook for it, but obvious you can use the support that you like more.
Having never used this method, I do not dare to give radical messages you exceeds how it must become. But I tell you that I would use the educational guides to make my index.
We take as example the subject from Epidemiology from the MADRID UNIVERSITY. This is what the educational guide of his 5 first subjects says:
1. Concept of health and public health. Determinants of the state of health of a population. Natural history of the disease. Levels of prevention.
2. Demography and public health. Sources of data: census, register, registry.
3. Static demography. Population structure. Types of population.
4. Dynamic demography. Natality. Mortality. Standardization of rates. Life expectancy. Avoidable mortality. Lost potential years of life. Migratory movements.
5. Diagnosis of health of the community. Sanitary indicators.
If it had to prepare to me for an examination of this matter, it would make a listing of the concepts that appear within each subject and it would have it to good collection during the review. Some educational guides as those of the University of Murcia detach with more detail each subject and this removal to us are what must be marked in the review list. This is what appears in its webpage for subjects 2 to 6 of the same subject:
SUBJECT 2. Measures of frequency of the disease.
Measures of frequency of the disease.
SUBJECT 3. Measures of association. Relative risk (RR) and Odds Ratio (OR).
SUBJECT 4. Main designs epidemiologists.
Types of studies epidemiologists. Main designs epidemiologists. Criteria of classification of the designs.
SUBJECT 5. Experimental studies.
Experimental studies. Types. Concept and basic scheme. Main aspects of the design and the development. Studies of communitarian intervention.
SUBJECT 6. Clinical trials
Clinical trials experimental Studies Objective; Criteria of inclusion and exclusion of the subjects. Randomization; Evaluation of the effect. Data analysis. Possible slants. Ethical aspects.
Ten in that we lie down to review several times which already we know well because that sensation of competition consoles to us. But you want to be effective compensates more to leave separate the concepts you that already you have internalised, and to work more in the difficult concepts. You must be marking this in your index.
The 24-48 hours before the examination, a fast look to the index would have to be enough to assure to you that nothing escapes to you. At least, that affirms Scott¦
HOW YOU ORGANIZE YOUR REVIEWS BEFORE AN EXAMINATION? YOU FEEL AN ABSOLUTE CONTROL ENVELOPE WHAT YOU KNOW AND WHAT YOU DO NOT KNOW? IT SHARES YOUR OPINION IN THE COMMENTARIES