USMLE Preparation

Using Qbank during your Kaplan Medical review

2005-07-22T12:53:00.000-07:00

USING QBANK DURING YOUR KAPLAN MEDICAL REVIEW

1) Using Qbank

Qbank is a 2,100+ item online customizable database covering all the basic sciences grouped by both the subject disciplines (Anatomy,

Pharmacology, etc.) and organ systems. It is the perfect study aid for Step 1 both for the early stages of your review process and the

final preparation phase.

How does it work?

Tests are chosen by subject disciplines or organ systems. You choose how long a test you wish to take, as well as what subjects and

organ systems you wish the test to cover. Following each test, detailed feedback analysis is given by subject and organ system.

When should I use it in my study plan?

If you have only purchased Qbank, you can use it continuously throughout your review process Early on, use Qbank to generate a

subject specific test after you have finished studying each subject. About 1/3 of the way through your review process, begin using

Qbank to generate tests that assess all of the subjects you have reviewed up that point. Using Qbank this way automatically creates

tests that are increasingly like the actual USMLE exam, with questions coming from all subjects in no particular order, thus getting

you ready to handle the format and item mix you will see on exam day. As test day nears, you can use Qbank to create 50-question

simulated block exam blocks by checking all subjects each time you create a test.

2) Using Integrated Vignette Qbank

IV Qbank is a 1,200 question Step 1 online customizable database covering the most important 240 disease vignettes grouped around

the 50 most common complaints. It is the perfect integrated study aid for Step 1.

How does it work?

Vignettes are chosen by clinical symptoms or conditions. Each vignette is then followed by a series of discipline-based (e.g.,Anatomy,

Biochemistry, Physiology) questions.

Following each exam detailed feedback analysis is given by symptom, discipline, and organ system.

When should I use it in my study plan?

If you only have access to IV Qbank, you should begin using it about half-way through your review process because the questions presented

after each vignette will test your ability to answer questions coming from all the basic science subjects. Beginning to use it about

midway through your review process will allow you to begin integrating the subjects you have already reviewed, so that when you take

the actual USMLE, the vignettes will feel familiar, and you will feel prepared to answer, no matter what is asked.

3) Using Both Qbank and IV Qbank in Your Study Plan

If you have purchased both Qbank and IV Qbank, you have the ideal mix of self-assessment tools to employ during your study process.

Start by using Qbank to take subject specific tests as you finish a subject. About midway through, begin using IV Qbank to practice on

exams grouped around presenting symptoms. During the final third of your review process, resume using Qbank, but selecting all the

subjects you have covered in your review each time you generate a practice test. Doing this will allow you to use Qbank to increasingly

simulate the demands of the actual USMLE Step 1 exam, when clinical vignettes will be followed by questions assessing any of the basic

science subjects. The performance profile generated and updated each time you use either testing program will provide you with a current

view of exactly how you’re doing. As your actual test date draws near, spend at least part of every day self-testing, then spend the

remaining time reviewing those areas where your practice testing indicates that you still need to clarify your understanding.

1.3

Kaplan medical study skills and test taking assesment

2005-07-22T12:52:00.001-07:00

Kaplan Medical

Study Skills and Test Taking Assessment

Please answer each question based on your personal experience. There are no correct or incorrect answers.

***********************************************************************************

1. On an average day, about how much do you study (excluding attending lectures and labs)? _________ hours per day

2. I most prefer to study: (circle the answer that best describes you)

1 = with other students

2 = by myself

3 = by myself and with other students

3. To what extent do you practice questions when preparing for course exams?

Never Rarely Sometimes Often Always

1 2 3 4 5

4. Which statement best describes your use of practice questions?

1 = Practicing with questions is the main way I study.

2 = I combine study and using practice questions throughout my preparation

3 = I use practice questions near the exam, after I have completed most of my study

4 = I rarely use practice questions when I study

5. Is your performance on practice questions done before in-class exams similar to your performance on course exams?

Never Rarely Sometimes Often Always

1 2 3 4 5

6. Which of the following statements best describes you?

1 = My score on practice questions is generally better than my score on in-class exams.

2 = My score on practice questions is generally about the same as my score on in-class exams.

3 = My score on practice questions is generally worse than my score on in-class exams.

7. Please indicate the percent of overall study time that you spend doing each of the following.

If you don’t do one of these activities, enter 0%

% of total study time

(A) _____ Reading class/co-op notes

(B) _____ Making your own notes

(D) _____ Making diagrams or graphs

(E) _____ Doing practice questions

(F) _____ Working with classmates

(G) _____ Reading textbooks

(I) _____ Reading non-assigned review books

8. In general, how many times do you review course material before an exam?

0 = Less than one time

1 = One time

2 = Two times

3 = Three times or more

9. How often do you run short of time on course exams?

Never Rarely Sometimes Often Always

1 2 3 4 5

10. How often are you aware of feeling anxious during course exams?

Never Rarely Sometimes Often Always

1 2 3 4 5

11. How often do you feel that anxiety interferes with your ability to concentrate during course exams?

Never Rarely Sometimes Often Always

1 2 3 4 5

12. Using the following scale, please rate how well prepared you feel in each of the following basic science subjects:

1 = Not at all prepared

2 = Poorly prepared

3 = Somewhat prepared

4 = Very well prepared

(A) _____ Anatomy

(B) _____ Physiology

(D) _____ Behavioral Science

(E) _____ Microbiology

(F) _____ Genetics

(G) _____ Pathology

(H) _____ Pharmacology

13. Have you ever failed an exam during medical school?

1 = Yes

2 = No

14. Have you had difficulty in the past with standardized exams?

1 = Yes

2 = No

15. If YES, please list any standardized exams in which you had difficulty. (e.g., SAT, ACT, GRE, MCAT)

____________________________________________________________________________

16. Using the following scale, indicate how comfortable you feel with each of the following types of exam questions.

1 = Very uncomfortable

2 = Somewhat uncomfortable

3 = Neutral

4 = Somewhat comfortable

5 = Very comfortable

(A) _____ Questions that can be answered based on recalled information

(B) _____ Questions that portray a clinical situation

(D) _____ Questions that require interpretation of images or lab test results

(E) _____ Questions that require use of formulas or calculations

(F) _____ Questions that require problem-solving

17. Using the following scale, indicate the degree to which each of these statements describes you:

5 = Strongly agree

4 = Agree

3 = Neutral

2 = Disagree

1 = Strongly disagree

(A) _____ I feel uncertain about doing well if I am taking a multiple-choice exam.

(B) _____ A good memory is the critical issue for doing well on multiple-choice questions.

(D) _____ I have difficulty predicting what might be asked on multiple-choice exams.

(E) _____ I have a regular method for working through questions that works well for me.

(F) _____ I do as well, or better, on multiple-choice exams as I do on oral or essay exams.

(G) _____ If I can’t recall a specific fact on a multiple-choice exam, I don’t know what to

do next.

(H) _____ I usually have enough time to finish timed, multiple-choice exams.

(I) _____ I have to read multiple-choice questions more than once to understand what the

question is asking.

(J) _____ I actually like multiple-choice exams.

(K) _____ The wording used in multiple-choice questions often gives me clues to the correct answer.

(L) _____ I am good at predicting how well I will do on multiple-choice exams.

(M) _____ Data tables or graphs are helpful when trying to answer multiple-choice questions.

5 = Strongly agree

4 = Agree

3 = Neutral

2 = Disagree

1 = Strongly disagree

(N) _____ Clues given in a multiple-choice question often help me figure out the answer,

even when I did not know it at first.

(O) ____ I am confident about how to prepare for multiple-choice exams.

(P) _____ I generally stick with my initial answer choice on multiple-choice exams.

(Q) _____ I wish that I could read faster during a multiple-choice exam.

(R) _____ If I read a multiple-choice question and do not know the answer, I am uncertain

what to do next.

(S) _____ I do fine on multiple-choice questions requiring calculations or involving

formulas.

(T) _____ I can often get a question right by thinking about the underlying principle or concept even when I do not remember a specific detail.

(U) _____ I often get bogged down on details during multiple-choice exams.

(V) _____ I read quickly enough to finish exams even when questions are longer.

(W) _____ I am good at figuring out what is really being asked in multiple-choice questions.

Preparing for step 2

2005-07-22T12:52:00.000-07:00

One of the BIGGEST pitfalls for students who don't see success on the 1st round with USMLE Step 2- can be their clinical experience. Students are used to their practical hands-on experience (which is great since this is what Step 2 is testing) BUT they are used to working in the 'real' world. Step 2 tests focus on hypothetical patient situations in 'USMLE-land' which is a strange world where everything works right the first time. Students often have a hard time separating what they would do in the real world from what USMLE wants them to do. USMLE typically is looking for answers that are more procedural than they might do when face-to-face with the patient situation. The great news from this is that a med student is in the BEST place to take this exam because their clinical experience helps prepare them for the Step 2 CK more than their first two years prepped them for the Step 1.

Another dilemma that students face with Step 2 CK is that the exam presents questions and case studies NOT grouped by subject within a block. For example, you won't find a section devoted to pediatrics. This random ordering of items presents students with a unique challenge. Students must switch from thinking about one subject, such as surgery, to another, such as obstetrics, without skipping a beat. This can be a hard switch if they've just finished rotations where everything is block oriented. It is important that students mentally prepare for this constant switching back and forth.

Students who take the exam more than once also deal with a great deal of stress that has nothing to do with the exam itself and everything to do with the fact that they are taking the exam again. This stress is increased immeasurably with the 3rd attempt- so students need to learn to work through anxiety issues and explore relaxation techniques that work for them. Students also need to focus on positive mental preparation, i.e. telling themselves that they will succeed on the exam vs. telling themselves that they will fail. Guided imagery is one tool students can utilize to help students accomplish this.

Preparing for step 1

2005-07-22T12:51:00.000-07:00

Preparing for Step 1

(1) Take a comprehensive test to begin as a measure of where your recall is right now. Use the Kaplan diagnostic test if you have taken it.

(2) Once you know your percent correct score for each subject, use this information to decide the relative amount of review time to put into each area. For example, if Physiology is 20% lower than Microbiology, you should be spending at least 20% MORE time reviewing Physiology than you put into Micro.

(3) As you begin to review a subject, look over some questions on the material before you start to review. This will help keep you focused on what is important to know and show you how you will need to use the information on the test.

(4) As you move through the material, create your own condensed summaries of the key material so you can review these right before test day. 20-30 pages per subject is a decent size to shoot for, because otherwise you will end up taking too detailed notes and they won't help at the end.

(5) As you finish a subject, use QBank to create and take a test with maybe 50 items from each subject that you have completed up to that point. So if you have finished Anatomy and Physiology, you would do a 100-item test under timed, test mode assessing those 2 areas. By the end, you will be taking long practice tests under test conditions that cover all the completed subject areas. This helps keep the earlier material in memory, and gives you a more accurate picture of your preparedness. It also gives you good practice for the mental stamina and pacing needed on test day.

(6) Plan time during the final 2-3 weeks to do nothing but review your own summaries and take increasing numbers of simulated test modules of 50 items each under timed conditions (one hour per module). This is the final "get it all fresh in mind, build mental stamina, and intensive test practice" phase, which should lead right up to 2 days before your actual test date. Our experience has shown that students who are doing 70% or better on our full-length simulated exams (or comparable practice tests created with Qbank or IV Qbank) by their test dates DO PASS, so this is a good level to aim for. Don’t study anything the day before. Plan something fun and mindless, because study within 24 hours of the exam actually hurts your ability to recall from earlier reviewing.

Using your Kaplan Review Course resources

2005-07-22T12:50:00.001-07:00

Using Your Kaplan Review Course Resources

Develop a plan for reviewing before the integrated case lectures (during the academic semester) Aim at strengthening your weaker areas, and studying current 2nd year topics along with the USMLE review materials you have.

The second plan for reviewing after the integrated cases lectures (which end by June 10th )

Focus on content but transition to more question practice across topics already studied interspersed with test simulation (1 block of 50Q on all topics, then next time 2 Blocks, etc). Let your question performance guide your content review, not vice versa. You will be working on Test-taking strategy and simulation (and stamina!) at this point in your review.

Doing this ensures that you will derive the greatest benefit from both the integrated cases lectures and the online components of your course. It also ensures that you will have reviewed your weakest topics several times – once in preparing for the Integrated lectures, and again, in the review period following the Integrated lectures. This is a great strategy for achieving your maximum possible score on the actual USMLE examination.

Before the Integrated Case Lectures begin---

CONTENT REVIEW:

Begin reviewing the Notes in coordination with the topics covered in your second year classes.

Use WebPrep to create lessons from the discipline you are studying. WebPrep includes over 80 hours of the highest yield USMLE review lecture. In all topics except Anatomy and Behavioral Science, these topics were selected because they are difficult and/or high yield for US med students. For Anatomy and Behavioral Science, we’ve included complete content lectures because it is not taught live our national curriculum. Don’t be confused- it’s there for convenience, not because it’s all high yield in Anatomy and Beh. Science!

In WebPrep, we have “chunked” the lectures into small nuggets that are 1 – 30 minutes in length. They correspond to the Kaplan Lecture Notes. You will create your own “Lesson”on WebPrep in a discipline. Look at the chapter in the book you want to cover and then select which “chunks” of lessons you want to include in that “Lesson”. Create the lesson and go! This allows you to customize what you cover according to what time you have. Only have an hour? Then select only enough “Chunks” to fill that hour! You can easily “jump” from chunk to chunk by selected any you have included in the “Jump” button on the right hand side of the lecture screen.

WebPrep will track what “chunks” you have covered and you’ll be able to see a running tally of how many of the chunks you have watched. You are always able to either reselect a ‘chunk’ to watch again in a different lesson you create or review the lessons.

You as U of U students are going to have 2 Days of Live Integrated Cases that will integrate the highest yield topics in USMLE Basic Science within the context of clinical cases. It will be INTERACTIVE and USMLE focused, so study your content BEFORE these 2 Days of Integrated Cases. The more you have covered, the more you will know what questions you have and what topics you need help or clarification! Last year’s U of U students raved about the lectures and the students who got the most out of the live portion had studied content before the 2 Days of Integrated Cases!

Integrating content review this way, you won’t feel caught between the need to keep up with your classes and the urge to begin reviewing for the Step 1 exam.

February: Paper Diagnostic Test: Guides your review of 2 nd year topics, sets a warning flag for any 1st year topics that are weak. Build in additional time to review during the semester on these topics and/OR plan on extra time after school is over before taking your actual exam.

Please make an appointment with the Learning Resource Director to personalize your study plan!

Some SUGGESTIONS for organizing CONTENT REVIEW once the academic year is over OR if you have dedicated study time for USMLE during the spring semester of 2nd year (once a weekend for example):

Within the fundamental subjects (Anatomy, Physiology, Biochemistry), sequence your reviewing plan to begin with your weakest subject among these 3, then review your next weakest, and finally, review your strongest subject within the fundamental areas. Next, review Behavioral Science, then Microbiology and Immunology. Finally, review Pathology and Pharmacology.

Reviewing Process within a Subject:

First, look at the WebPrep topic menu for that subject available from your Kaplan home page.

Review the material in the Lecture Notes corresponding to that topic to preview the material.

Next, view the WebPrep lecture, making your own brief summaries in the margins of the Notes as you view the lecture...

When you have finished reviewing a subject, create and take one 50-item Qbank subject test to assess your performance. Review all of the item explanations.

Record your Qbank subject score in the Table of Contents of the Qbook next to your Qbook test scores.

Repeat this process for each subject.

As needed, review Notes Chapters that were not covered in WebPrep content lessons.

After you have completed three subjects, create and take a 50-item mixed test covering all 3 of the reviewed subjects. This offers practice for the item mixing of the actual exam and a more accurate idea of your overall stage of readiness. Always review all item explanations. One you finish subjects 4 and 5; take a mixed test covering all of the reviewed subjects, etc. Repeat this process, when you have covered all the subjects.

Periodically, (once a week, twice a month) use Qbank to create tests for the disciplines you have covered so far, providing you with the opportunity to further integrate your basic science knowledge into the context of USMLE style questions. Qbank practice will also help you adjust to the item mixing that you will have to deal with on the actual exam and learning to jump from content area to content area. Always review all item explanations.

Use any extra time to review the content material covered in your first year classes. Your goal during this period should be to strengthen your basic science knowledge base so that you will derive full benefit when the case based lectures begin, so focus on clinically-related content, which often overlaps several subject areas.

April: Simulated USMLE style Exam at U of Utah

Individual score analysis will be provided.

This exam is NOT have explanations or be reviewed question by question.

It is designed to be diagnostic tool to further refine your personal study plan.

QBook questions, QBank questions and your at home Simulated Exam will all provide individual answer explanations and additional analysis. ;)

-------------------------------------------------------------

2 days Week of June 6-10, 2005: Integrated Cases Course

After the Integrated Cases Lectures End---

After the lectures, create a 2 block/2 hour 50 Question QBank quiz (take it timed and select all disciplines/ all organ systems/ unused questions only!) Review all item explanations, for items you answered correctly as well as for items you missed.

Results from this testing will identify areas that are still problematic, so that you can use the Notes and your own marginal summaries to clarify these during the 15- 30 days of preparation. Use your score profile across subjects to determine which subjects need more attention (your weakest) and which are stronger, therefore requiring less study time.

Look at the WebPrep topic menu available and your Lecture Notes to determine how much material you will need to cover for each subject. (Did you score low because you didn’t cover something or because it’s a weak area in need of deeper review? Is it a high yield area or a minor topic that you were weak in academically and thus are extra concerned? Don’t over study your weak areas, but DO invest some additional time in those areas- especially if they are high yield. Once you estimate the length of time you will need to review based on the lecture WebPrep menu, adjust your study plan to add extra time for working on weaker areas.

During the Final 2 Weeks of your Review---

In the final 14 -30 days , shift your focus from reviewing Lecture Notes and viewing WebPrep lessons to using Qbank frequently to create and take 50-item practices tests assessing multiple subject areas. Take these tests under timed mode in order to build your stamina and to get a sense of the speed at which you must move through the items in order to finish modules within one hour. This is the pace you must maintain during the actual exam.

Use your Qbank test results to identify the remaining problem areas that you still need to clarify using the Notes or selected WebPrep lessons. In other words, if you aren’t missing items on a topic, consider it test-ready and use the remaining time to shore up weak spots identified with QBank.

To use Qbank to their fullest benefit, include both new items and items that you missed previously in each test. This reinforces understanding of confusing aspects while still giving you plenty of test practice.

About 10 days before your actual exam date, take the online Step 1 Simulated Examination included in your WebPrep. Your performance on this exam should be at least 65% to be in a “comfort passing zone” for the actual USMLE examination. Call the Learning Resource Director for consultation if your performance on this exam is not at 65% or above!

Review all item explanations. Use the remaining time to strengthen any remaining problematic topics identified by the simulated exam using the Notes. Practice taking several 50-item modules consecutively to build stamina, hone your test taking strategies and to become fully comfortable with the pacing required. This will allow you to walk into your test appointment having demonstrated all the skills you will need and confident that you can perform well on the USMLE examination.

Good luck and use the resources you have!

We look forward to working with you this year and know that, with planning and study, you can score your best on the USMLE Step 1 exam!

Glossary of terms often used in test items

2005-07-22T12:50:00.000-07:00

Glossary of Terms Often Used in Test Items

Term Definition

Abolish To do away with, to eliminate

Absolute value The distance from zero, disregarding + or - sign

Abundant Plentiful, numerous

Account for Explain, justify

Acquire Get, obtain, gain

Acrid A sharp taste or smell

Adjacent Near or next to

Aggravate Irritate, make worse

Alter Change, modify

Amenable Changeable, yielding, pliant

Amplify Enlarge, make bigger

Apparent Visible, evident

Arrest To stop, check or hold

Attenuate To weaken or reduce in force or amount

Attributable to Result from, be caused by

Bear To support, hold up, endure, show or exhibit some feature

Causative agent Cause

Cessation Discontinue, end

Cloying A too sweet smell or taste

Coalesce To grow together, combine as one thing

Comprise To include or contain

Concomitant To accompany or occur at the same time, along with

Concurrent Same as concomitant, but associated with time

Confer To give

Conjointly Jointly, together

Consensus General agreement on something

Conservative Cautious or moderate

Conserve To keep from loss or decay, to preserve

Considerable Large or great as in size or distance

Constituent Component, part of(a larger entity)

Constitute To compose or form, to create

Contiguous To be close but not touching

Convergent Coming together, merging

Debilitate To make weaker or more feeble

Decrement Reduction or decrease

Deduce To arrive at a conclusion, to infer

Deflect To bend or turn aside

Deleterious Hurtful, harmful

Delineate Trace the outline, portray in words, describe

Demise Death

Derive from Originate from, flow from, stem from

Despite In spite of, even though

Dessicate Dry thoroughly

Destined Fated or predetermined course of events

Determined Caused, shaped, led to

Deterrent To prevent or stop a process

Devoid of Without, untouched by

Diminish To lessen or reduce in size or amount

Dire Terrible, disastrous

Discern To recognize, to see, to distinguish

Disseminate To spread widely or scatter

Divergent Moving in separate or opposite direction

Efficacious Helpful, effective, desirable

Elaborate (v) To add detail or more information

Elicit To draw out, to evoke

Emanate To emit, flow out from a source

Emergent Arising from, emerging

Encase To enclose all around

Enhance To magnify or enlarge

Ensue To be caused by, to follow as a consequence of

Envelope To enclose all around

Equivalent Equal in value

Eventual Ultimate, at some future time

Eventuate To result in, bring to pass

Evince To show or make evident

Exclusively Only, sole

Exhibit To display, make visible

Exigency Urgent, emergency, pressing

Explicit Clearly exposed or expressed, evident

Extant Existing

Facilitate To aid, assist, make easier

Feasible Suitable, possible

Finite Limited, measurable

Fundamental An essential part or basis

Impede To obstruct, to hinder or block

Implication Effect, consequence

Indices Alphabetical lists, signs or symptoms

Indigenous Native to or innate (in-born)

Indistinguishable Impossible to tell apart, imperceptible

Induce To cause or bring about

Inert Nonreactive, motionless

Inevitable Certain, necessary

Initiate To begin or set in motion

Insidious To progress to a bad outcome or bad effects

Intact Whole, uninjured

Invalid Untrue, void

Invariable Constant, unchanging

Involution Something which is rolled into itself, degenerated (as in old age)

Lag To lose speed or intensity

Manifest To be evident, clear, to display

Marked Noticeable, clearly observable

May Possibly, a theoretical possibility

Mimic To imitate or copy

Modest Moderate, not showy

Musk A strong, animal-like odor

Musty Having a damp, moldy smell as a basement or cave

Necessarily Must, inevitably, unavoidably

Negligible Slight, minor

Nidus A nest or breeding areas, as for germs

Novel (adj) New, different

Noxious Harmful, unhealthy, such as a noxious odor

Obliterate To completely destroy, to erase all trace

Omnipresent Present everywhere, ubiquitous

Owing to Because of, due to

Pallid Pale, wan, weak

Profuse Abundant, large amount

Potent Powerful, influential

Potential Possible, ability or capability

Potentiate (v) To intensify or make more powerful

Precede To go before

Precocious Early, premature in development

Predilection Tendency, inclination, preference

Predispose Bias, preference, make vulnerable

Predominant Primary, prominent

Presumably Taken for granted, assumed to be

Principle Chief, primary, basic

Proceed To go forward, continue, progress

Profound Thorough, deep, pervasive

Proliferate Multiply, spread, grow rapidly

Prolong To lengthen or extend (in time)

Prominent Standing out, easily seen

Prone Lie in the horizontal position, a natural tendency

Propel To drive or push forward

Protract To lengthen or extend in time

Pulsatile Throbbing, beating

Quiescent Inactive, still

Readily Easily, quickly

Recurrent Repeating, happening again

Relative to In relationship or comparison to something

Reciprocal Mutual; complementary in mathematics

Replenish To re-supply or refill

Reside To stay, to remain

Retard To delay, impede, slow down

Sham Fraud, imitation in order to deceive

Simultaneous At the same time, concurrent

Sole Only, single, exclusive

Spared Left intact, saved

Strenuous Vigorous, energy-requiring

Subsequent Later, following after in time

Supervening To occur additionally or in between (in time)

Surround To enclose on all sides

Synergistic Working together to produce an added effect

Taper (v) To become smaller or thinner at one end

Tentative Experimental, hesitant, not definite or certain

Transient Not lasting, temporary

Translucent Allowing light to pass through, but image is blurred

Transparent Allowing light to pass through with no blurring or distortion of image

Transpose Cause to switch places, order, or sequence

Typify Symbolize, exemplify

Ubiquitous Present everywhere

Ultimately Finally, in the end

Uniform Identical in appearance, without variation in size, even

Unique Only, single instance, sole

Untoward Unfortunate, bad, unfavorable

Verify To test for truth or accuracy

Viscous Sticky, thick, glue-like

Vulnerable Prone to, susceptible, at risk for

How to study actively

2005-07-22T12:44:00.000-07:00

How to Study Actively

One of the most common problems when people are studying for long periods of time is that they fall into passive, almost mindless mental habits. Eyes dutifully move over the lines of print, but not much goes into long term memory. Even worse, if the information is being reviewed, it already looks familiar, so you can easily fool yourself into thinking 'Yes--I remember this--I know how this works.' Unfortunately, following along when the information is all laid out on the page and being able to call the relevant information from memory when you are dealing with a question on that material later are not the same thing. Even when you know a lot, you may apply the wrong information to an item, or get confused about what applies from what you recall. Here are some tactics that you can use to study more actively, which all require doing something with the information, rather than simply reading through it with the intention to remember.

Look over some practice questions on a topic you are about to review first.

If it's been a while since you studied a topic, you may not actually be able to answer the items yet, but just reading the question, to get a clear sense of what's being asked is your goal here. After you finish looking at the items, traces of what was called for by the items will linger in your memory, making the question-relevant information jump out once you begin reviewing this content.

Make key aspects and relationships stand out in your study notes.

Most people take notes when they review. But if you aren't careful, it's easy to just write down without really thinking about the information. To make those study notes really work for you, take a few minutes to look over the kind of material you are about to review. Is it describing several disorders that present similarly? Are there key lab tests that tell you which disorder you are dealing with? Do the disorders hit different groups of patients (the very young, post-menopausal women, certain ethnic groups, for example)? Can you generate a way to compare and contrast the varieties of disorders, showing how they are similar and different from each other? Once you have a clearer sense of the kind of information you are dealing with, decide how to represent the key aspects on paper in a way that highlights these aspects. Techniques for doing this can include:

1. Using boxes with arrows to show the ordered steps of a process or sequence of events.

2. Color highlighting your notes, e.g., pink for lab data information, blue for presenting symptoms, yellow for incidence (who gets it), green for morphological changes, etc. Now when you look over pages of notes, you can scan all the pink to see how the anemias differ in terms of their labs, for example.

3. Use a tape recorder to make summary notes instead of paper. You can even ask yourself questions, leaving a pause after for later listening and self-quizzing. By forcing yourself to articulate what you want to remember in your own words, you are more likely to remember the key points and you have a portable study aid to plug into later, in the car stereo while you are driving or using a Walkman to listen to while you do chores or take a walk.

4. Make charts of related groups, such as the types of meningitis. Rows for each type, columns to show the bug, presenting findings, typical lab results, prognosis, etc. Color code as necessary to make exceptions and shared features and key aspects stand out.

Switch activities to stay mentally alert.

If you are sitting at your study table and find that you are just spinning your mental gears, stop what you are doing and do something else. You might switch to a different kind of material as a break (shift from internal medicine to psychiatry, or from Microbiology to Physiology, for example). Look at a clinical website on the study topic for a change of pace. You can also try doing a few practice items on the material, then look up the related material in your review source to understand the correct and each incorrect answer. Now, what you read is relevant to an actual question and this will help you take in the information because it is perceived as more meaningful than just reading page after page in the book.

Find a study partner to do questions out loud.

If you are enrolled in a Kaplan Center, find someone who is willing to sit with you for an hour or two several times a week. Agree in advance what topic you want to focus on, then take turns doing items out loud, reading the stem out loud, stating what you think is being asked, and talking through your reasoning as you evaluate all the possible answer choices. The other person should listen for reading or reasoning mistakes and give feedback. Then switch roles and you give the feedback. Don't get bogged down in fine details while dong this, however. The goal of the session is to refine how you interpret and reason with what you already know, not to worry about checking out every little detail. Use the question explanations when you get stuck because neither of you recalls, or just skip that question and move on. This is an excellent way to practice applying what you know and to improve your accuracy in understanding and reasoning through test questions.

USMLE Preparation

2005-07-21T11:07:00.000-07:00