Recall and Motivation skills Lecture (8) LS120 Fall 2023 PDF

Dr. Halima Daw Buni Assistance Professor in Community Medicine By the end of this tutorial, students will be able to: 1. Discuss the Factors that motivate students to choose medical studies 2. Describe the intrinsic and extrinsic motivation as explained in the Self Determination Theory (SDT). 3. Pro...

Dr. Halima Daw Buni Assistance Professor in Community Medicine By the end of this tutorial, students will be able to: 1. Discuss the Factors that motivate students to choose medical studies 2. Describe the intrinsic and extrinsic motivation as explained in the Self Determination Theory (SDT). 3. Provide examples of SDT Application in relation to to Medical Education 4. Recognize the strategies that positively effecting medical students' intrinsic motivation to learn 5. Understand the basic physiology of memory building 6. Describe in details the memory process 7. Identify the “cognitively active” study behaviors that improve recall Motivation- the reason why somebody does something or behaves in a particular way. Scientific factors:  Interest in medicine  Flexible work hours  Work independence Societal factors:  Prestige  Job security  Financial security Humanitarian factors:  Serving the poor and under privileged Cognitive (What to learn) Metacognitive (How to learn) BEST POSSIBLE CURRICULA Motivational (Why learn) Founded by Edward Deci and Richard Ryan in the 1980 SDT holds that three basic psychological needs must be fulfilled to stimulate and sustain intrinsic motivation: A selection procedure for medical school that creates a feeling of “I’ve really proven to be competent enough to start medical school!” or “This school really wants me to be a part of its community!” among the students is likely to boost intrinsic motivation to study, as it satisfies the needs of competence and relatedness. If, during their clerkships, medical students are trusted to perform small but meaningful tasks without direct supervision, their intrinsic motivation is likely to increase through satisfaction of all three SDT needs—autonomy, competence, and relatedness—as they are legally participating in the medical community. Opportunities for enrolling in elective modules that students identify, shape, and even organize themselves are likely to boost students’ intrinsic motivation through valuing their autonomy.  Enhance the perception of the value of the activity 1. Explore students’ expectations and projects 2. Explain the purpose of the material taught 3. Promote activities that challenge students 4. Make learning a problem-solving task 5. Strengthen the links between theory and practice  Enhance perceived self-efficacy 1. Promote success and motivating assessments 2. Provide well-meaning feedback 3. Allow students to undertake teaching duties (you’ll practice it next week ☺)  Enhance the perception of controllability 1. To give them the opportunity to make choices. Deep learning Good academic performance Positive well-being Satisfaction of the student In the case of medical education the intrinsic motivational improvements will contribute toward students’ becoming good doctors who are interested in medicine and lifelong learning. Motivational video for medicos (Must watch)! On its journey through the three stages of the brain’s memory storage system—sensory, short-term (STM), and long-term (LTM)—a great amount of information is filtered out. Your goal as a medical student is to select learning strategies that maximize retention and minimize loss of important information. The brain has a complicated system for creating and storing longterm memories. All perceived stimuli enter your memory storage system as “sensory memories.” Stimuli you attend to enter short-term memory (STM). Depending on what you do next, some STMs will be lost and some will enter long-term storage. Continuous rehearsal (e.g., repeating the information over and over again), enhance LTM storage, anything you can recall after about a minute is a LTM. LTMs are distributed in a neural network with different aspects of the same memory stored in different brain areas, e.g., visual aspects of an episodic memory stored in the visual cortex and associated sounds stored in the auditory cortex. “Remembering”—”retrieving LTMs”—involves replicating a pattern of neural activity that occurred when the memory was originally formed. The relative ease or difficulty of memory retrieval is related to the “strength” of the neural connections. Two main processes are used to access memories: recognition and recall: Memory process: long-term memories (LTM) retrieved? Recognition involves comparing a current stimulus (e.g., a sight, sound, or smell) to something sensed in the past; it is a single step process and is generally easier and faster. Recall involves directly accessing information in LTM, and is generally more difficult because there are no direct retrieval cues (stimuli), thus the entire neural path must often be reconstructed. When retrieved, information is pulled from LTM back into “working” STM. Memory process auditory, visual, tactile or olfactory sensory Sensory input Rehearsal LTM Retrieval Rehearsal is the only mechanism by which information eventually reaches long-term Memory. STM = short term memory LTM = long term memory In the absence of pathology, the human brain is capable of storing LTMs permanently, but “memory decline” is a normal physiological process. Just as new neural connections can be made, old ones that haven’t been used in a while can be “clipped”—“use it or lose it.” Forgetting is either the result of poor initial encoding and/or faulty retrieval—without adequate rehearsal, a memory might as well not exist. Forgetting happens rapidly at first, but slows as time progresses. Restudying information (Rehearsal) at spaced intervals reduces forgetting and improves long-term retention and retrieval. This important concept should guide your overall study and career strategy. 1. Retrieval practice: Self-quiz frequently by recalling information from your memory. It also helps you retain the information for later recall. Instead of taking notes, in the same amount of time, write your own study questions and use them to test yourself 2. Elaborative rehearsal: Link new information to things you already know. Use your own words to rephrase definitions/descriptions; try to imagine how you would explain a physiological/ pathological/ biochemical process to someone with no science background What “cognitively active” study behaviors produce “deep learning” & recall? cont’d… 3. Generation effect: Retention and recall are improved when you actively participate in the creation of your own knowledge. Create your own summaries, study guides, tables, flow charts, diagrams, etc. 4. Dual coding: Create both a visual and a verbal memory for the same information. Use your own words to describe picture/figure/diagram. 5. State- & context-dependent memory: When possible, study in an environment that is similar to the testing environment. Recall is enhanced when the environmental context is similar during both the encoding (learning) and recall phases, and is one reason why studying in a quiet place is generally preferable to a noisy one. What “cognitively active” study behaviors produce “deep learning” & recall? cont’d… 6. Distributed effort: Spread studying out over several days, rather than cramming. Say you’re going to spend 10 hours studying a particular topic, it is far more effective to spend that time as 10 one-hour sessions, or 5 2-hour sessions, or even 2 5-hour sessions, spread out over two or more days. This is why it is so very important to review everyday. Obviously, as a medical student you cannot review everything everyday, but make sure you frequently review the things that are most challenging to you. What “cognitively active” study behaviors produce “deep learning” & recall? cont’d… 7. Task focus: Avoid multitasking when learning difficult or dense material. Research has found that although multitasking does not impact recall, it is extremely damaging to the encoding process and negatively impacts on LTM formation. 8. Sleep effect: Review information you’re trying to memorize right before you go to sleep. Deep sleep plays an important role in memory consolidation. To further enhance your memory, try to recall the information (test yourself) shortly after you wake up. Let us watch this Video https://youtu.be/MSq-KGj_cnY?si=ddg1_rbzVW33zsI2 1. Pay attention to the learning task at hand and avoid distractions 2. Get 7-8 hours of quality sleep on a regular basis 3. Incorporate “retrieval practice” into your study plan 4. Deliberately link new information to existing knowledge 5. Adopt a deep approach to learning 1. Accelerated learning skills for students, Joe Mccullough 2. Motivation in Medical Education. Gulmetova Komola. Available at: https://icme.m.u-tokyo.ac.jp/wpcontent/uploads/2021/12/Motivation-in-medical-education.pdf 3. Study Tips for Improving Long-Term Retention and Recall. Available at: https://vetmed.illinois.edu/wpcontent/uploads/sites/21/2017/06/long_term_retention_recall.pdf 4. ABC of learning and teaching in medicine. Peter Cantillon, Linda Hutchinson, and Diana Wood. 2003, bmj publishing group 5. Problem based learning in medicine, Tim David, Leena Patel, Leith Burdett, Patangi Rangachari. 1st edition. 6. Make it stick, Peter C. Brown, Henry L. Roediger III, Mark A. McDaniel. 7. How we learn, Benedict Carey. 8. ‫ سالم علي الغرابية‬,‫مهارات التفكير وأساليب التعلم‬ 9. ‫ هشام سعيد الحالق‬,‫ مهارات تستحق التعلم‬,‫التفكير اإلبداعي‬ 10. ‫ محمد أحمد غزالة‬,‫ أحمد حسن القواسمة‬,‫تنمية مهارات التعلم والتفكير والبحث العلمي‬ Dr. Halima Buni