University life in South Africa comes with its unique challenges. With diverse cultural backgrounds, varying levels of prior academic preparation, and the pressures of balancing studies with part-time jobs, students often find themselves overwhelmed. Diverse cultural backgrounds can influence their learning styles and educational experiences (Bjork, 1994). Additionally, there are significant disparities in prior academic preparation due to differences in schooling quality, particularly between urban and rural areas. These variations can lead to gaps in foundational knowledge, making it difficult for some students to keep pace with university-level coursework (Brown et al., 2014). Furthermore, financial pressures often necessitate part-time work, which competes with study time and adds stress, making it harder for students to focus and perform at their best (The Learning Scientists, 2023). These factors combined create an environment where students frequently feel overwhelmed and struggle to meet their academic goals. Understanding these challenges is the first step toward overcoming them.
Despite these challenges, there are evidence based techniques an that one can employ to optimise their learning. However, not all study methods are created equally. Evidence-based strategies to improve learning such as active recall, spaced repetition, and desirable difficulty have been proven to enhance learning outcomes (Brown et al., 2014). By adopting these methods, students can optimise their study time and achieve better academic results.
Evidence-Based Strategies to Improve Learning
Active recall: Learning through retrieval
Active recall involves retrieving information from memory rather than passively reviewing it. Research shows that this method strengthens neural connections and improves long-term retention (Karpicke & Roediger, 2008). For example, active recall might involve testing yourself on the key symptoms of pneumonia without referring to your notes, whereas passive review could involve re-reading a textbook chapter on pneumonia. Active recall is more challenging but significantly more effective for memory retention compared to the ease of passive review. So, there are various strategies to improve learning that one can employ to practice active recall, this includes:
- Using flashcards: Write questions on one side and answers on the other.
- Practise self-quizzing: Regularly test yourself on key concepts.
- Summarise content from memory: After reading a chapter, write down what you remember without looking back.
However, active recall is more than just quizzing yourself. It’s also about actively reconstructing knowledge from memory (Karpicke & Roediger, 2008). Think of it as rebuilding a house brick by brick, rather than just looking at a picture of the finished house. This process of reconstruction strengthens the memory trace and makes it more durable. By consistently using active recall, students can improve their ability to retrieve information during exams and real-world applications. This technique trains the brain to access stored knowledge efficiently, making it a powerful tool for long-term learning. Moreover, active recall not only enhances memory retention but also helps in identifying knowledge gaps (Bjork, 1994). When students attempt to recall information and struggle, it signals areas that require further study and reinforcement. This self-awareness allows for more targeted revision, ensuring that learning efforts are directed towards weak points rather than simply reviewing familiar material. Additionally, repeated retrieval exercises strengthen neural pathways, making information more accessible and reducing the likelihood of forgetting over time (Ebbinghaus, 1885).
Spaced Repetition: Strengthening memory over time
Spaced repetition involves reviewing material at increasing intervals over time. This technique leverages the psychological spacing effect, which states that spreading out learning enhances memory (The Learning Scientists, 2023). There are many tools available to harness the power of spaced repetition. Tech solutions like Anki and RemNote automate review scheduling, making the process seamless. However, technology isn’t essential, personal calendars can be used to plan review sessions, and older notes can be gradually integrated into your study routine for consistent reinforcement.
One of the key benefits of spaced repetition is its ability to combat the forgetting curve, a concept introduced by Hermann Ebbinghaus, which shows how information is lost over time when there is no attempt to retain it (Ebbinghaus, 1885). By strategically spacing out review sessions, students reinforce neural connections, making recall more efficient and long-lasting. This method is particularly useful in subjects that require long-term retention, such as medical sciences, law, and languages. Additionally, it reduces the cognitive overload that comes with cramming, ensuring that knowledge is consolidated in a way that supports deep learning (Bjork, 1994). The key is active recall during these spaced reviews. Each review session should involve an attempt to retrieve the information from memory before checking your notes. This retrieval practise, combined with the increasing intervals, is what makes spaced repetition so effective. Think of it like strengthening a muscle: you don’t lift the same weight every day; you gradually increase the weight as your muscle gets stronger. Similarly, with spaced repetition, you gradually increase the time between reviews as your memory of the material strengthens. This personalised spacing ensures that you’re focusing your efforts on the material you’re most likely to forget, maximising your study efficiency (Brown et al., 2014).
Desirable difficulty: Embracing productive struggle
Desirable difficulty refers to tasks that are challenging enough to promote learning but not so hard that they cause frustration. Struggling to recall information or solve a problem enhances understanding and retention (Brown et al., 2014). Research suggests that learners who embrace a level of struggle in their studies experience greater cognitive benefits, as it encourages deeper processing of information and strengthens memory consolidation. While it may feel counterintuitive, the effort required to overcome challenges enhances problem-solving skills and builds resilience, leading to long-term academic success (Bjork, 1994).
Mixing problem types rather than practising one repeatedly helps develop flexibility in problem-solving and prevents rote memorisation (Bjork, 1994). Applying concepts in real-world scenarios ensures deeper understanding and the ability to use knowledge practically. Additionally, limiting resources while studying, such as attempting problems without notes, strengthens recall and enhances cognitive endurance, making it easier to retrieve information under exam conditions. These techniques create a productive struggle that fosters deep learning, helping students to develop resilience and the ability to apply knowledge effectively in various contexts (Brown et al., 2014).
Applying these strategies in a university setting
Many universities face challenges such as large class sizes and limited resources, making self-directed learning crucial. Leverage community study groups and digital tools to maximise learning. Additionally, adapt strategies to fit academic schedules and workload demands to ensure effective study habits.
Want to put these concepts into practice?
Four Minute Medicine is a suite of AI-powered tools built for medical students, trainees, and clinicians. Our Courses and Medhi, your soon to be AI clinical tutor, are designed to help you apply evidence-based learning strategies in your studies. Medhi’s MCQ generator and virtual patient cases harness the testing effect and active recall, while also enabling you to interleave topics and embrace desirable difficulty through problem-solving in realistic scenarios. Courses reinforce this with spaced repetition, ensuring long-term retention and closing knowledge gaps. With Medhi, it will be like having a personal tutor that adapts to you, helping improve learning outcomes and build lasting clinical confidence.
A Smarter Path to Academic Success
Improving learning is not about studying harder but studying smarter. By incorporating evidence-based strategies like active recall, spaced repetition, and desirable difficulty, students can enhance their academic performance while managing their time effectively. Embrace these methods to unlock your full potential.
To learn more about how Four Minute Medicine can support your learning journey, send us an email or explore our platform.
References
- Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In Metacognition: Knowing About Knowing (pp. 185-205). MIT Press.
- Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make It Stick: The Science of Successful Learning. Harvard University Press. Link
- Ebbinghaus, H. (1885). Memory: A Contribution to Experimental Psychology. Dover Publications.
- Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319(5865), 966-968. [Link via ResearchGate or PubMed]
- The Learning Scientists. (2023). Evidence-based strategies for effective learning. Retrieved from www.learningscientists.org