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Developing Effective Cognitive Strategies for Future Long‐Term Recall of Medical Knowledge: What are the Questions We Need To Answer?
Author(s) -
Pelley John
Publication year - 2015
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.29.1_supplement.76.1
Subject(s) - recall , session (web analytics) , presentation (obstetrics) , variety (cybernetics) , psychology , metaphor , cognition , term (time) , medical education , medicine , cognitive psychology , computer science , physics , quantum mechanics , neuroscience , linguistics , philosophy , artificial intelligence , world wide web , radiology
This roundtable will focus on a concern for all teachers – long‐term learning. Entering medical students are largely conditioned to short‐term learning that is quickly forgotten. It is so prevalent that it has acquired a metaphor, “binge‐and‐purge.” This type of learning can't work in medical education because the assessment now emphasizes questions that require higher order thinking to distinguish correct answers from partially correct answers. We must learn how to transform students from receivers of information into producers of their own knowledge. This session will address several questions relevant to development of such strategies that would be adaptable to a variety of venues. A lecture style presentation will be interspersed with small group discussion to address the following questions: 1. Do we mean recognition or recall? 2. How does long‐term recall help the student? 3. How do we use medical knowledge, other than to take tests? 4. How do strategies for teachers differ from strategies for students? 5. How do teacher responsibilities differ from student responsibilities 6. What are some specific applications in teaching anatomy?