My Past Approach to Pre-Clinicals (Part 1)

I used several approaches initially when trying to study for the pre-clinical years; every block was totally different. Y1B1: mind-maps everywhere; Y1B2: less mind-maps, more flowcharts, some tables; Y1B3: lots and lots of tables; Y1B4 till halfway through Y2B2: no notes literally, I simply read through the textbooks and lecture notes. Up to this period, all of my notes were generally in written/computerized form. There were many classes in which I did not write down anything. After this, I employed a different system, which I still continue to use in my clinical years.

Why did I change strategies? Mind-maps are very good in helping me make compact notes; however, structure is pretty much lost, and thus integration of information is difficult despite everything being there. This problem was generally fixed by flowcharts; this method is exclusively very useful for biochemistry, physiology, and general pathology. Tables were generally only useful for subjects such as microbiology, parasitology, etc., where you can make comparisons between different topics. Even not making notes was generally acceptable in the short term, in which I could spend more time actually studying; the problem arises when studying for the pros.

Other problems unrelated to method of study are relevant to be mentioned. Hard copy notes are good, as they are not easily lost. However, they are easily "lost", especially when you want to read something there and then. Most of the time, I'm forced to just open my textbooks, as its faster that way. Another problem is that you can't bring your written notes everywhere, not all, not all the time. And what about past year questions? Do we answer when it's close to exams, or do we study them earlier on during the lecture period? 

So my permanent current method of study? There are many parts to it, so I'll explain each part.

Approach to Past Year Questions

What I find interesting is that many students prefer to study first before trying to answer the past year questions; in the end they are forced to return to their books and notes to answer the questions, doubling the work rate. I prefer to cut time short (promoted as well by Dr Khairidzan) by studying based on the questions. Whenever possible, after every lecture I try to answer the past year questions. And I don't simply answer the questions; I identify as well what particular subtopic is it about (especially relevant when talking about MCQ's). What happens in the end is that I study a whole sub-topic based on each part of a question. For example:

About anemia:

A) Defined as reduced thrombocyte count -> [Definition]

B) In hemolytic anemia is associated with increased bilirubin -> [Features of hemolytic anemia]

In fact, in "B", you can even go deeper. What is the pathway involved in bilirubin production and removal? What is hemolytic anemia? If an answer is false, you'll learn even more; what is the true statement? Or better yet, the true description about a particular subtopic. Dr Azizi says that when answering an MCQ of 5 sub-questions, you need to know 10 facts; I think he would agree if I say that by the end of answering an MCQ, you might end up with least 10-20 facts, depending on the sub-questions.

I also do not write down the answers to my MCQ's, which everybody dislikes about me as they try to copy down my answers. The only thing you'll see is whether I've answered that questioned or not. The reason is simple; if I write them down, if I'm stumped about a question, I'll just memorize an answer without proper comprehension. If I leave the answers blank, I will actually be making mini-revisions of whole sub-topics whenever I try to re-answer MCQ's; if I don't remember something, I'll revise the topic, not the statement. Not only do I get the job done of answering past questions earlier, but in a more effective manner. Not only do I know what's true, but also why it is so.

Whenever possible, I also try to answer as early as possible other past questions, even the PBQ's. Doing so will help you reinforce your knowledge for your MCQ's, but are also useful when dealing with clinically-related issues, which I'll talk about in a later post.

What happens if done effectively is that you will be able to fully focus on what is most relevant during the revision periods. It's a fact: written papers question things which are most important. These topics are taken from papers mixed with less important topics (MCQ's). Answer your MCQ's -> Go deeper in particular topics via short notes & essays -> Integrate all of the knowledge through the PBQ's -> You will have covered > 70% of the knowledge required, guaranteed.