Dr. Jill Wener discusses systemic racism, anti-racism, the Black Lives Matter movement, and the concept of reverse racism. Dr. Wener is the host of the Conscious Anti-Racism podcast.      [01:48] Dr. Wener’s Journey into Anti-racism  [08:39] White Supremacy Culture and Systemic Racism  [15:27] Racism in Medicine  [19:26] Why Reverse Racism Cannot Exist  [27:40] Why Black Lives Matter exists  [31:16] Internal Versus External Work to Combat Racism  [37:19] Resources on Anti-racism      Dr. Jill Wener is the host of the Conscious Anti-Racism podcast and creator of a curriculum with the same name.  But I am Not Racist!  Dr. Wener began leaning into her discomfort around race after a friend admonished her on the racially privileged perspective of her blog post on the 2016 election. Initially defensive, she knew that if she did implicitly have harmful views on race, she needed to correct them.  Just like Dr. Wener, many white people are sometimes defensive about race, and reluctant to agree that they are racist and that they benefit from white supremacy and white privilege. They often cite the hard work that they have invested to achieve success, and how they never use their racial privilege. However, Dr. Wener describes the systemic racism in the US as a “toxic fume soup” in which we are all immersed. White people inevitably benefit from their race, even if they do not intend to do so.  To illustrate one of the many ways in which white people unintentionally benefit from the color of their skin, Dr. Wener shares her story of being ticketed for using her cell phone in the car. She describes exiting her vehicle to stretch while waiting, and trying to explain to the officer that she had only taken out her phone to take a picture of an advertisement for a farmer’s market. Once the officer gauged that she was a doctor, he explained that he would not have ticketed her. At the time, Dr. Wener did not count this as an incident of her white privilege. But in hindsight, she knows that if she had acted similarly as a black person, she would have been shot or arrested. She knows a black friend who drives with a stethoscope and his medical ID hanging on his rearview mirror to protect himself from harm. White people can go through life without considering their race very much, whilst black people must always be aware and take precautions to protect themselves.  Why Reverse Racism Cannot Exist  Young adult author Kimberly Jones, encourages us to consider a game of Monopoly where the game has been fixed against some players i.e. black people. For four hundred rounds, black people have been working for no pay under slavery, not being able to own land or anything. Then, for another fifty rounds, money that black people earned was taken from them (consider Tulsa). Now, imagine that after four hundred and fifty rounds, suddenly, black people are told to just start playing the game as “equals.” The hundreds of rounds of damage has not been undone. Therefore, when special spaces are created for black people, or when special opportunities are given to them, it cannot be considered racism on white people, rather, it is taking the first steps towards equality.  Racism is the systemic oppression of the weak by the powerful. Systemically, white people have the power, therefore they cannot be the victims of racism. Relatedly, Black Lives Matter does not imply that other lives do not matter. Rather, the name demonstrates that previously, black lives have not been treated as if they matter, and now we acknowledge that they matter just as much as white lives.  Racism in Medicine  The boards of most hospitals and the dean’s office of schools, in other words people in power, often lack representation from people of color. In patient care, research has demonstrated that med students think that black people feel less pain. Differential diagnosis methods, which are designed with good intentions, often result in stating the races of people of color, whilst assuming the default race to be white. The treatment of sickle cell patients is often entrenched in distrust and false ideas. Racism is rampant in medicine. As a physician, you can practice anti-racist allyship in medicine by reaching out to the diversity inclusion officer at your hospital to ask if there are projects that you can work on.  Do not put the burden of dealing with your racism on black shoulders by asking about what you can do to be less racist. Black people do enough emotional labor simply by dealing with the racism thrown at them daily. Deal with your racial discomfort internally, and become anti-racist by seeking out amply available online resources, podcasts and books to help you out. To get you started, here are some of them: Dr. Wener’s Conscious Anti-Racism course and podcast, White Coats For Black Lives, How to be an Antiracist by Ibram X. Kendi, Stamped from the Beginning: The Definitive History of Racist Ideas in America by Ibram X. Kendi, How to Be Less Stupid About Race: On Racism, White Supremacy, and the Racial Divide by Crystal Marie Fleming,  ... But I'm NOT Racist!: Tools for Well-Meaning Whites by Kathy Obear, Allies in Action Virtual Bootcamp, Showing Up for Racial Justice, Medical Apartheid: The Dark History of Medical Experimentation on Black Americans from Colonial Times to the Present, Why Are All the Black Kids Sitting Together in the Cafeteria?: And Other Conversations About Race. Anti-racism resources compilation #1 and compilation #2. Also, do check out our related episode Diversity & A New Social History in Medicine w/ Nicole Washington MD, MPH  Check out Dr. Wener’s TransforMD retreat for women physicians. Check out MedSchoolCoach for more information about hiring a tutor, or have a chat with the enrollment team. Sign up for a Free Coaching session with Chase DiMarco, sponsored by Prospective Doctor! You can also join the Med Mnemonist Mastermind FB Group today and learn more about study methods, memory techniques, and MORE! Do check out Read This Before Medical School. Sign up for free to join Dr. Erkeda DeRouen (The Prospective Doctor), Sam Smith (MCAT Basics), and Chase DiMarco (1-Minute Preceptor & The Medical Mnemonist) on Behind the Mic LIVE on September 24 as they discuss their journey through medicine, why they began podcasting, their dream guests, and more. Visit our Website - MedEd University Email us at - support@meded.university Follow us on our Social media accounts - Facebook: https://www.facebook.com/MedEdUniversity/ Instagram: https://www.instagram.com/MedEduniversity Twitter: https://twitter.com/Mededuniversity LinkedIn: https://www.linkedin.com/company/mededuniversity Pinterest: https://www.pinterest.com/mededuniversity YouTube: http://youtube.com/mededuniversity

Dr. Megan Sumeracki teaches us about Spacing, Retrieval, Interleaving, Elaboration, Dual-coding, and Concrete Examples.   [2:16] The Learning Scientists Podcast & Bi-directional Communication  [4:13] The Importance of Learning Research as open-access  [5:27] The Six Strategies of Effective Learning from the Institute for Education Sciences (2007?) & The National Council for Teaching Quality Report (2016?)  [7:45] A Brief History of Spacing and Retrieval Practice, Ebbinghaus, and Memory Accessibility  [9:57] What is Spacing and How do We Use it?  [12:17] The Ins and Outs of Retrieval Practice  [4:47] Interleaving Your Study Practice (19:10 Taylor and Rore? 2010 blocking v. interleaving)  [21:20] Elaborative Interrogation: The How, When, Why, and Where of Your Study Material  [24:40] Dual Coding: Combining Visual information with your Learning!  [28:05] Concrete Examples: The More the Merrier  [32:54] Closing Advice from Dr. Sumeracki: Use These Strategies!!!      Also, you can find Dr. Sumeracki’s books on Amazon, research articles, and some great podcasts by the Learning Scientists on Retrieval for medical residents, and an interview with her sister, Dr. Alyssa Smith. Visit our Website - MedEd University Email us at - support@meded.university Follow us on our Social media accounts - Facebook: https://www.facebook.com/MedEdUniversity/ Instagram: https://www.instagram.com/MedEduniversity Twitter: https://twitter.com/Mededuniversity LinkedIn: https://www.linkedin.com/company/mededuniversity Pinterest: https://www.pinterest.com/mededuniversity YouTube: http://youtube.com/mededuniversity

Dr. Joel Ramirez talks about how tutoring can be a valuable resource for medical students studying for the USMLE exams. As someone who personally benefited from tutoring, Dr. Ramirez has a passion for educating and tutoring. MedSchoolCoach provides tutoring for both USMLE board exams (shelf and step), as well as the MCAT.   [02:38] Tutoring for the MCATs Versus Board Exams  [04:06] How to Determine if You Need a Tutor  [06:37] Pinpointing Weaknesses in a Medical Student  [10:00] What to Expect from a Medical School Tutor  [13:37] Weighing the Financial Costs of Tutoring  [16:46] The Focus of a MedSchoolCoach Tutoring Session  [20:54] How Much Tutoring It Takes for a Student to Get a Passing Score      As someone who personally benefited from tutoring, Dr. Ramirez has a passion for educating and tutoring. MedSchoolCoach provides tutoring for both USMLE board exams (shelf and step), as well as the MCAT. Funnily enough, medical students tend to enjoy sitting for board exams more than they did the MCAT, because board exams are more relevant to the medical sciences, as opposed to the MCATs, which involves topics like physics, language and literature.  There are two major groups of students who benefit from coaching — students who just want to pass their MCATs or board exams, and students who need a very high score because they want to get into a competitive specialty — for example neurosurgery, or want to go to medical school in a competitive geographical location — for example New York or California. And there are two broad categories of problems that students face:   A knowledge or content gap.  Insufficient strategy for answering questions.   The tutors at MedSchoolCoach will design a personalized coaching/tutoring program for each student to prepare them for their MCATs or board exams. All tutoring is conducted in 1-on-1 sessions.  When a medical student or a potential medical student expresses an interest in hiring a tutor through MedSchoolCoach, they must fill out an intake form in which they talk about their academic experiences, learning style, exam schedule etc. Based on this information, they are matched with a tutor. If a student is unsure that they want to commit to long-term tutoring, they can sign up for a package of five to ten hours first, or they can talk to the enrolment team, who can help them to decide if tutoring is the right option. Although Dr. Ramirez works for MedSchoolCoach, he emphasizes that when consulting with potential students, he always tries to share the best option for the student, which may not be tutoring.  Many students might be put off by the financial costs of tutoring. Dr. Ramirez argues that if going to medical school in a specific geographical location, or having a specific specialty is paramount to a student’s happiness, then the investment is worth it.  When asked about how long it would take for a failing student to reach the passing mark, Dr. Ramirez explains that this really depends on the student’s story. A high-performing medical student who simply has not begun board exam preparation yet, will have a much easier time reaching a passing mark than another medical student who has been studying for the board exam for three months, and is still failing.  Check out MedSchoolCoach for more information, or have a chat with the enrollment team. Sign up for a Free Coaching session with Chase DiMarco, sponsored by Prospective Doctor! You can also join the Med Mnemonist Mastermind FB Group today and learn more about study methods, memory techniques, and MORE! Do check out Read This Before Medical School. Visit our Website - MedEd University Email us at - support@meded.university Follow us on our Social media accounts - Facebook: https://www.facebook.com/MedEdUniversity/ Instagram: https://www.instagram.com/MedEduniversity Twitter: https://twitter.com/Mededuniversity LinkedIn: https://www.linkedin.com/company/mededuniversity Pinterest: https://www.pinterest.com/mededuniversity YouTube: http://youtube.com/mededuniversity

Dr. Ali Abdaal discusses evidence-based study methods for medical students, tips for using medical flashcards, and the role of fun in productivity. Dr. Abdaal is a FY2 physician in the UK and a successful YouTuber with over a million subscribers.   [01:36] Evidence-Based Study Techniques  [04:55] Anki and Other Flashcard Apps  [06:35] Mnemonics and Memory Palaces  [08:27] Tips for Using Flashcards  [12:36] Defining Productivity & How to be Productive  [14:44] How to Overcome Common Productivity Struggles  [16:45] The Role of Fun in Learning & Productivity  [21:00] Avoiding the Professional “Conveyor Belt” and Achieving Happiness   Dr. Ali Abdaal is co-host of his own podcast Not Overthinking, but in this episode of The Medical Mnemonist, he discusses two evidence-based study techniques used in his medical studies – active recall and spaced repetition. Dr. Abdaal is also a fan of mnemonic devices. As a medical student, he recalls creating silly mnemonics with his friends. For example, to remember the side effects of pyrazinamide, which is a treatment for tuberculosis, he associated it with the Islamic concept of “zina” or premarital sex which is prohibited. Another act that is prohibited in Islam is drinking alcohol, which damages the liver. Therefore, a negative side effect of pyrazinamide is damage to the liver.  Using mnemonic devices falls within Ali’s larger belief that having fun is key to productivity. He shares his “productivity equation” which is:  Productivity = (Useful Output/Time) x Fun   Another fun and effective study method that he used in medical school was having pomodoro sessions with his friends. A pomodoro session consists of 25 minutes of studying, and then a 5-minute break, repeated over and over again.  Although Dr. Abdaal prioritizes fun, he believes that action precedes motivation — a concept that he gleaned from the book, The Motivation Myth by Jeff Haden. Often, people believe that they need the motivation to accomplish something. However, it is more accurate that we get motivation after achieving small milestones in our actions & efforts. Thus, the best productivity tip is to just start.  As a mental model for productivity, Dr. Abdaal encourages us to consider the analogy of the pilot, plane and engineer. The pilot plots the course, the plane does the work, and the engineer tweaks and optimizes these processes. Ali believes that we should spend 85% of our time being the pilot – planning our tasks, 10% of our time being the plane – doing our work, and 5% of our time being the engineer – optimizing our productivity, say by learning how to type faster or trying out a new productivity app.  With regards to using medical flashcards, Dr. Abdaal leans towards personalized flashcards which condense lots of information, rather than generic sets of flashcards which contain a single fact each. When using a generic set of single-fact flashcards, we might develop the illusion of productivity by rushing through the set, without really learning anything, or rehashing information that we know well already. Instead, we should consider using flashcards specifically for topics which confuse us. And it is likely better if these flashcards integrate different pieces of information, rather than single facts because this is how information exists in real life — within the context of other information.  He also shares his fear about falling into the “conveyor belt” of professional life. As medical students, it is easy to keep saying “I will be happy when I get accepted into my residency program” and then later, “I will be happy once my residency is over and I am an attendant.” The cycle could go on and on. Dr. Abdaal even fears that his idea of doing his Step 1 IMG in the U.S. might come from a fear of not having another exam in front of him. He encourages us to ask ourselves the question “What game am I playing, and do I want to be playing this game?”  Each of us needs an “economic engine” or a way to make money. However, Dr. Abdaal encourages medical students to get this part of our lives sorted as soon as possible, so that we can focus on doing things that we enjoy. He is glad that his YouTube channel supports him, and if he continues to practice medicine, it will be because he really wants to, not to pay the bills. For those of us looking to build up our own “economic engines”, we should think about what we are good at that provides value, or develop the skills required to provide value.  Take a look at Dr. Abdaal’s YouTube channel and his podcast Not Overthinking. Also, check out Creating Visual Mnemonics with Sketchy Medical Drs. Bryan and Aaron Lemieux as well as Visual Mnemonic Generation with Ron Robertson of Picmonic.  Sign up for a Free Coaching session with Chase DiMarco, sponsored by Prospective Doctor! You can also join the Med Mnemonist Mastermind FB Group today and learn more about study methods, memory techniques, and MORE! Do check out Read This Before Medical School. Visit our Website - MedEd University Email us at - support@meded.university Follow us on our Social media accounts - Facebook: https://www.facebook.com/MedEdUniversity/ Instagram: https://www.instagram.com/MedEduniversity Twitter: https://twitter.com/Mededuniversity LinkedIn: https://www.linkedin.com/company/mededuniversity Pinterest: https://www.pinterest.com/mededuniversity YouTube: http://youtube.com/mededuniversity

Three memory experts discuss integrating memory techniques like mnemonics, memory palace, and the story method. They tackle common misconceptions about memory, tips for remembering names, and the advantages of self-made medical mnemonics. They emphasize the importance of existing memories in processing new information and the efficacy of flashcards compared to memory techniques.

Chase DiMarco shares tips for dealing with failure in medical school and healthcare education. Failure can be the beginning rather than the end.   [00:20] Why We Need to Talk About Failure  [01:30] Feelings Surrounding Failure  [03:51] How to Overcome Failure  [05:25] Failures Involving Board Exams  [06:57] Chase’s Failures  [09:01] How Chase Persisted to Convert His Failures into Successes  [11:25] Wish, Outcome, Obstacle, Plan (WOOP)   Failure is inevitable, but it can be a starting point, rather than an endpoint. Think about your struggles with failure; be they academic, occupational, or social. You can transform these negative associations with failure into opportunities for growth. As Chase puts it: “Failure + Persistence = Success.”  When we fail, we are often bombarded with thoughts such as “I cannot believe I did this again,” or “I am just not good enough.” Research indicates that this is not an optimal mindset for your education. So, how do you turn these failures into successes? First, think about whether the failure was actually your fault. For example, if 98% of your class failed a test, perhaps the instructor insufficiently prepared the class for the test. In these situations, do not get trapped in your thoughts. Let it go.  However, if you do see a solution that you can implement, then do so. Consider the example of preparing for a board exam. If you realize that you are failing practice tests, then take steps to improve. Practice self-exploration and self-awareness, and reach out to people who can help you. Talk to peers who have gone through the exam, incorporate evidence-based study techniques, or maybe even delay your exam schedule until you are better prepared.  Chase himself delayed his graduation date, made excuses about his performance, has been guilty of not implementing proper study techniques, and has often neglected his mental and physical health. The 1-Minute Preceptor podcast and his book Read This Before Medical School are both products of his initial failure. They are also both examples of how a small failure can be the seed for much greater success.  Do not just read this post and walk away. Think back on your failure points. What have you done to mitigate your weaknesses? Can you pre-plan for possible failures? If you have neglected physical activity, can you buy some weights to use at home? If you have neglected social interaction, can you join meetups around the city? Be proactive, conscious, and intentional about bettering yourself. One concrete framework for planning for future failures is the Wish, Outcome, Obstacle, Plan (WOOP) framework, which was discussed in Episode 31 of this podcast with Dr. Daniel Saddawi-Konefka.  One day, or Day One — you choose.  Sign up for a Free Coaching session with Chase DiMarco, sponsored by Prospective Doctor! You can also join the Med Mnemonist Mastermind FB Group today and learn more about study methods, memory techniques, and MORE! Also, do check out Read This Before Medical School. Visit our Website - MedEd University Email us at - support@meded.university Follow us on our Social media accounts - Facebook: https://www.facebook.com/MedEdUniversity/ Instagram: https://www.instagram.com/MedEduniversity Twitter: https://twitter.com/Mededuniversity LinkedIn: https://www.linkedin.com/company/mededuniversity Pinterest: https://www.pinterest.com/mededuniversity YouTube: http://youtube.com/mededuniversity

Chase DiMarco shares tips for practicing an evidence-based study technique called interleaving. Interleaving is tricky to apply because there is no golden rule that is analogous to the 1-1-3-1-1 rule for spaced repetition, for example. Instead, the effectiveness of interleaving depends on various factors such as the topic, the depth at which we are studying and our schedule.      [01:28] Interleaving Topics  [03:36] Interleaving Materials  [04:33] Choosing Study Resources  [06:52] Filtering Question Banks  [08:19] Stress + Rest = Growth  [10:57] Recency Bias  [12:14] Repeating the Same Question Bank     To interleave topics, one method is to ramp up the number of topics and the intensity of study as the week goes forward. For example:     Monday: Anatomy, 80% intensity  Tuesday: Pharmacology + Anatomy, 100% intensity  Wednesday: Biochemistry + Pharmacology + Anatomy, 100% intensity     This method provides several benefits including overcoming the forgetting curve. We tend to forget materials after three days, if we do not review them. This method allows us to review old topics, whilst still learning new ones. In addition, we can prevent burnout. If we study anatomy for the whole week, for example, we will get very tired.      We can also choose to interleave study materials, in addition to study topics. For example, taking the example schedule above, we might listen to an anatomy lecture on Monday, use an anatomy question bank on Tuesday, and then use flashcards on Wednesday. Using various materials for the same topic will help us to remember it better.      In choosing study resources, Chase reminds us that the evidence for one question bank over another is usually anecdotal — maybe something we read about in a forum. As such, if finances are tight, we should not be afraid to choose a more affordable resource, which is likely just as good. Referencing a forthcoming interview with Dr. Corey Fawcett on the Prospective Doctor podcast, every dollar that we spend on our education can add up to four dollars by the end of repayment. Before purchasing a resource, we should look at our budget and decide if the resource is really worth it.     Two more things to keep in mind: 1. remember to schedule breaks and 2. be aware of recency bias. We tend to schedule 7-day weeks without realizing that a good balance of stress and rest is essential to growth. Secondly, recency bias refers to the tendency to choose an answer to a question because we covered a topic involving that answer very recently. To combat this, we should apply metacognition and ask ourselves why we choose an answer — because it is correct, or because it is recent?  Sign up for a Free Coaching session with Chase DiMarco, sponsored by Prospective Doctor! You can also join the Med Mnemonist Mastermind FB Group today and learn more about study methods, memory techniques, and MORE! Also, do check out Read This Before Medical School. Visit our Website - MedEd University Email us at - support@meded.university Follow us on our Social media accounts - Facebook: https://www.facebook.com/MedEdUniversity/ Instagram: https://www.instagram.com/MedEduniversity Twitter: https://twitter.com/Mededuniversity LinkedIn: https://www.linkedin.com/company/mededuniversity Pinterest: https://www.pinterest.com/mededuniversity YouTube: http://youtube.com/mededuniversity

Chase DiMarco discusses the six stages of medical learning which you can use to assess your level of knowledge. He also details the best study techniques & methods corresponding to each stage.     [00:23] Motivation for Knowing the Stages of Medical Learning  [02:34] Stage 1: Basic Facts & Memorization  [04:27] Stage 2: Integrative Basics  [6:07] Stage 3: Integrative Flow  [7:47] Stage 4: Integrative Clinical  [12:07] Stage 5: Mixed Pathologies & Stage 6: Fellowship-Level Knowledge  [12:51] Study Techniques to Use at Each Stage     The first stage of medical learning is basic facts and memorization. This stage corresponds to pre-med or to the first few months of medical school. You memorize answers to questions such as ‘what muscle attaches to this bone?’or ‘what cancer marker is seen in pancreatic cancer?’ You do not have the knowledge to synthesize facts or to come up with a treatment plan. At this stage, tools like flashcards are key.  The second stage is integrative basics. You learn the symptoms, signs and treatments for different diseases. This is also where you must memorize ‘illness scripts.’ For example, if a young child comes in tugging their ear and crying, they likely have an ear infection. Integrative basics correspond to the end of your second year of medical school, and are often useful in Step 1 board exams. Whilst flashcards are still useful, you also begin to use question banks (QBs) and develop an awareness of the techniques used by question writers.  Next, integrative flow, which is often relevant for Step 2 board exams. This is where you comprehend the ‘order of operations’ when it comes to treating a patient. Going beyond illness scripts and basic diagnoses, you ask questions like ‘what is the next step of treatment?’ and ‘what diagnostic should I do to confirm my preliminary diagnosis?’ You should still use flashcards and QBs, but should also incorporate more flowcharts and visual tools like mind maps to understand this ‘order of operations.’  The fourth stage is integrative clinical which goes beyond Step 2 board exam materials, and into actual clinical experience. The materials that you study for the board exam often diverge from actual clinical experience, and this is where you delve deeper into treatment options and real patients.  Chase does not focus on the fifth and sixth stages because these go into the realm of residency & fellowship experience. However, all of these stages cultivate your awareness of the constant progression of your knowledge. You should take the time to use rehearsal strategies and you should be wary of ‘recognition memory’ as opposed to true memory. Here are some further resources and communities that you might find helpful:     FreeMedEd Website  Sign up for a Free Coaching session with Chase DiMarco, sponsored by Prospective Doctor! You can also join the Med Mnemonist Mastermind FB Group today and learn more about study methods, memory techniques, and MORE! Visit our Website - MedEd University Email us at - support@meded.university Follow us on our Social media accounts - Facebook: https://www.facebook.com/MedEdUniversity/ Instagram: https://www.instagram.com/MedEduniversity Twitter: https://twitter.com/Mededuniversity LinkedIn: https://www.linkedin.com/company/mededuniversity Pinterest: https://www.pinterest.com/mededuniversity YouTube: http://youtube.com/mededuniversity

In this episode, Chase DiMarco reviews the study technique known as “elaborative interrogation.” This episode is not an introduction to elaborative interrogation, which has already been covered in an earlier episode. Instead, Chase shares four key tips for students to keep themselves accountable and effectively apply elaborative interrogation at various stages in their medical education.    [00:49] Overview of Episode Contents  [02:13] Tip #1: Review Materials Consistently  [04:41] Tip #2: Practice Integrative Learning  [07:24] Integrative Learning for Later-Stage Medical Students  [09:13] Tip #3: Schedule Sessions for Elaborative Interrogation  [10:59] Tip #4: Use Metacognition When Choosing Study Materials  [13:49] Sneak Peek of Next Week’s Episode     Firstly, review materials consistently. Students often worry that all the content that they must learn is just too much, and tend to just focus on newer content. However, it is better to consistently “fight against the forgetting curve” rather than having to memorize the same materials over and over due to inconsistent review. Further, Chase reminds students that the reviewing of past materials should involve active learning techniques like flash cards and medical mnemonics, rather than passive learning.      Next, students should practice integrative learning. Even if a student’s curriculum uses a disciplinary approach, the student should personally branch out and draw connections with other disciplines as they learn. For example, when a student is asked an anatomy-based question, they must think about the diseases and medication that are related to the disorders that they come across. This branching out makes the material more memorable.      Early on in a medical education, students tend to learn more core science and then later transition into more clinical material, before transitioning back to core science during their residencies. Thus, students who retain an integrative approach throughout will better coalesce the different materials from each stage of their academic journey. For students in the later stages of their academic journey, it is not too late to begin practising integrative learning. Chase encourages students to think about questions such as “how would my answer to this question change, if I change the gender of the patient?” Board exams often include such questions.      The next tip is to schedule sessions for elaborative interrogation. It is not always a good time to practice this technique. For example, closer to an exam, more focus on question banks and getting the exact answers right is crucial. This is why setting aside time, say 20 minutes a day, to practice branching out and thinking more deeply about a topic is important.      Finally, students should practice metacognition when choosing study materials. This means that they should always ask “why” when choosing a specific resource. For example, if a student often watches videos rather than reading a textbook, they must question whether a video is simply the “easier” resource or actually the “better” resource. Students must be willing to adjust their study materials if they realize that they are simply defaulting to the “easy” choice.     As soon as you finish listening to the podcast, open up your calendar and pencil in time for some elaborative interrogation. Think about the study materials that you are using, and decide if these are the best fit for you! For more tips on navigating the academic aspect of medical school, do refer to these further resources:     FreeMedEd Website  Read This Before Medical School  The Six Strategies of Effective Learning with Learning Scientist, Dr. Megan Sumeracki     Sign up for a Free Coaching session with Chase DiMarco, sponsored by Prospective Doctor! You can also join the Med Mnemonist Mastermind FB Group today and learn more about study methods, memory techniques, and MORE! Visit our Website - MedEd University Email us at - support@meded.university Follow us on our Social media accounts - Facebook: https://www.facebook.com/MedEdUniversity/ Instagram: https://www.instagram.com/MedEduniversity Twitter: https://twitter.com/Mededuniversity LinkedIn: https://www.linkedin.com/company/mededuniversity Pinterest: https://www.pinterest.com/mededuniversity YouTube: http://youtube.com/mededuniversity

Dr. Anthony Metivier is a prolific speaker, bestselling author, and creator of the Magnetic Memory Method. This is his third time guesting on the podcast and joins us today to discuss the Magnetic Memory Method, overcoming obstacles to retention and common memory misconceptions.     2:15 About Anthony’s TEDx Talk and New Book ‘The Victorious Mind’  4:13 Memory Palaces: Spatial Mnemonics to Promote Retention  6:45 Overcoming Excuses to Create Memory Techniques  7:29 The Magnetic Method: Creating Reliable Retention and Repelling the Unnecessary  11:03 The ‘Bad Memory’ Misconception and How to Conquer it  12:15 The Benefits of Utilizing Memory Techniques Beyond Learning  13:00 Understanding That Fun Should not be a Requirement for Learning  16:08 Building Systems That Require Participation to Reach Your Goals  19:09 Creating Your Goals: Doing Due Diligence to Understand Your Path  22:20 Pre-Planning: Decreasing Cognitive Load by Creating Visual Dictionaries  24:35 Multi-Sensory Dictionary Creation  30:25 Re-visitation Pattern Retention  33:25 Space Repetition vs. Memory Palace Techniques: There is No Universal Tool  36:30 Meditations: Reducing the Self-Referential Inner Narrative     Resources  Information about Dr. Metivier and the Magnetic Memory Method can be found here at https://www.magneticmemorymethod.com. Also, check out his recent TedX Talk!  Anthony’s free course can be found here:  https://www.magneticmemorymethod.com/free-memory-improvement-kit/  If you would like to apply for his full Masterclass, feel free to use my affiliate link!  Books  The Victorious Mind: How to Master Memory, Meditations and Mental Well-Being by Dr. Anthony Metivier  Anthony Metivier Amazon Author Page Visit our Website - MedEd University Email us at - support@meded.university Follow us on our Social media accounts - Facebook: https://www.facebook.com/MedEdUniversity/ Instagram: https://www.instagram.com/MedEduniversity Twitter: https://twitter.com/Mededuniversity LinkedIn: https://www.linkedin.com/company/mededuniversity Pinterest: https://www.pinterest.com/mededuniversity YouTube: http://youtube.com/mededuniversity