Ear,Nose & Throat Journal

This review synthesizes information from original research in the field of learning theory and the psychology of learning in order to provide evidence-based study methods to adult learners in the field of medicine.

A literature review was conducted and results were synthesized in a narrative fashion.

Deeper levels of analysis produce longer lasting memory; therefore, the concept of creating a “desirable level of difficulty” when it comes to study material and methods has been shown to promote learning. When the learner uses a higher subjective level of effort in processing information, they can maximize the efficacy of their studying efforts. This review describes how memory encoding can be enhanced by applying several theories of learning psychology including the generation effect and the interleaving effect. The use of mnemonics, the “memory palace,” and hand-written notes have also proven useful to enhance information recall. Methods that promote long-term learning including the spacing effect and delayed repetition are reviewed. Learning theory shows that the most effective learners use self-testing and forced recall to retain more information with limited study time.

The application of these learning methods may help to improve information retention and productiveness among adult learners.

To outline best practices for virtual and hybrid presentation effectiveness.

Retrospective review of recommendations from world experts in how to develop a solid story, design slides that visually communicate, and improve delivery skills that connect with the audience. Virtual and hybrid presenting is not as strongly dependent on all the new technical and software means as supposed. Presentation basics remain critical.

Best practice in presentation effectiveness will statistically decrease the incidence of and risk factors for Nodding-off Episodes per Lecture (NOELs).

The future of presenting is here, and it is mostly online. Mastering the presentation basics and understanding the limitations and opportunities for this new virtual/hybrid presentation space will allow presenters the reach and influence their message deserves.

The advantages and popularity of technology among learners have vaulted it to the forefront of medical education. The current state of learning and teaching intertwined with technology in medical education and residency is described. Following these characterizations, consideration is given to changes worth exploring in the habits of mind and habits of action that medical students and residents exhibit to deepen their learning and improve their performance.

Review of literature was conducted to summarize relevant transformations in instructional practices in medical school and residency that can contribute to more effective learning environments.

Learners have different approaches that will include differing uses of technology. Technology encourages multitasking, information overload, and the increasing prevalence of invalid information. Implementing bite-sized learning approaches, problem-based or case-based formats, questions, and alternative hypotheses encourages learners to channel technological innovations into their own styles of learning.

To build knowledge in the technological era of learning, do not take learners’ digital readiness for granted. Approach technology as a tool to be wielded when required and not as a crutch.

The success of note writing has been a topic of research dating back to the days of Plato. Students now have access to complete libraries of books and notes on computers, tablets, and even phones. Modern note-taking methods use premade handouts, “Chalk Talk” lectures with faculty, and prescribed note-taking strategies. Here, we discuss one such strategy, the Cornell Note system.

This is an updated review of the original Cornell Note system originally outlined in How to Study in College.

A detailed outline of how to construct and use Cornell Note System and how to apply to medical training.

The outline and unique aspects of the Cornell Note system are discussed, along with how this system can be incorporated into the modern-day curriculum.

To characterize the role of deliberate practice in the changing landscape of surgical training.

A review examining various applications of deliberate practice was conducted, with a focus on the surgical training space and utility of this methodology in otolaryngology residency.

With many programs turning to simulation-based practice and other learning modalities based outside the operating room, deliberate practice is emerging as a promising method for more efficient and efficacious learning.

Identifying and addressing weak areas, maintaining motivation to continue to grow and reach new milestones, and continually responding to external feedback from instructors can lead to improvement in a variety of skills essential for success in surgical fields. Further implementation of deliberate practice methodology could improve surgical training at all levels.