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Most of us would be happy if our doctors recalled the majority of what they learned in school. However, the workload of professional school often force students to prepare for exams using methods that have very little potential for long-term recall. The purpose of this book is to explore the learning and teaching methods that most effectively to promote long-term recall by medical students. Through a quantitative analysis of student recall over a two-year period, this book gives general guidance to educators to develop their courses in ways that promote long-term recall rather than a binge-and-purge approach to study. In addition, through intensive case studies of successful and unsuccessful students, it assists students in finding a theri own way to master the material in their courses without sacrificing their understanding and recall. By using an integrated analysis this book presents a generalizable quantitative study of a class of students and how they studied over a two-year period along with a qualitative anaylsis that illuminates the non- generalizable factors that made learning effective for specific students.