MEDI 102 (1st to 3rd week lectures)

time management

skill of planning and exercising conscious control over the amount of time spent on specific activities to increase effectiveness and efficiency

managing goals
managing time

two parts of time mananagement

specific
measurable
attainable
relevant
time-based

meaning of SMART

pomodoro technique

• time management method based on 25 minute stretches of focused work broken by 5 minute breaks

• Longer breaks, typically 15 to 30 minutes, are taken after four consecutive work intervals.

• Each work interval is called a Pomodoro, the Italian word for tomato

note taking

• practice of writing down or otherwise recording key point of information

• involves active listening and connecting and relating information to ideas you already know.

• It also involves seeking answers to questions that arise from the material.

cornell method

• systemic format of condensing and organizing notes without laborious recopying

• Method: Divide paper into three sections (2-inch column on left for ‘cues’; 6-inch “main space” on right to make notes; 2-inch column on the bottom to summarize

• usable in any lecture method

• no disadvantages

outlining method

• starts with general information at the left, with more specific facts and clarifications to the right

• major points are placed to the left and indent each more specific point to the right

• Indentation can be simple

• when to use: When the lecture is organized and sequential

• There is enough time in the lecture to think about and make organizational decisions

• Effective when your note-taking skills are super and sharp

• adv. well organized, reduces the time to edit, records content

• disadv. hard if the prof speaks fast, requires more thought in class

mapping method

• graphic representation of the content of the lecture

• method that uses concentration skills and evolves in a note-taking form which relates each idea to every other idea

• maximized active participation and emphasizes critical thinking

• effective for visual learners

• colors and symbols are important to help illustrate ideas

• when to use: when lecture content is heavy and organized, effective with guest lecturers who have no idea how the lecture will be presented

• adv. little thinking is required, easy to edit your notes, keeps visual track of lecture, can be written on note cards

• disadv. can get messy, visually overwhelming, time-consuming, not informational enough

charting method

• for lectures that are in a distinct format

• method: Determine the categories to be covered in the lecture

• Set up your paper in advance by columns headed by these categories.

• As you listen to the lecture, record information (words, phrases, main ideas, etc.) into the appropriate category

• when to use: test focuses on facts and relationships, content is heavy and presented fast, you want to reduce the time on editing and reviewing, you want an overview on one paper

• adv. reduces amount of writing, gives easy review mechanism

• disadv. learning how to use the system, must be able to fully engage in the lecture

sentence method

• write every thought, fact or topic numbered on a separate line

• when to use: lecture is organized, heavy and fast content, hear the points but dk how they fit, instructor presents in a point fashion

• adv. gets more or all info, slightly more organized than a paragraph

• disadv. cant determine major and minor points, difficult to review, difficult to edit

fishbone diagram

• the problem or outcome is printed on the head of the fish

• identify primary factors and connect them as ribs to the backbone

• cause and effect diagram

• visual way to look at cause and effect situations

• helps in brainstorming to identify possible causes of a problem

more than 50%

how much of material learned in class is forgotten within 24 hours without review?

visual learner

to improve as a _______

• Visualize what you are studying

• Use colour in your notes (coloured pens, highlighters, etc.)

• Visualize what the instructor is lecturing about

• Draw pictures and diagrams

• Use mind maps in your notes

• Use pictures and graphics to reinforce learning

• Learn from videos

aural/auditory learner

to improve as a ______

• Talk/Listen to tapes of recorded assignments

• Tape record your own textbook reading

• Listen to audiotapes on the subject

• Read out loud over what you are studying with others

• Participate in class discussions

read and write learner

to improve as a ________

• Make lists (like this one!)

• Order things into priorities or categories

• Use headings that clearly explain what follows

• Use bullet points and numbered paragraphs

• Read handouts/books

• Rewrite any ideas and principles in your own words

hands on learner

to improve as a ________

• Stand up and move around while you are studying

• Take frequent breaks while studying

• Make use of your hands and write things down as you study

• Use the computer to reinforce learning

• Be physically active; experiment with objects

• Memorize or drill while walking or exercising

• Attend laboratory and practical sessions
  

study groups

• See the material from different perspectives

• Stay motivated because the group needs you

• Commit more time to studying

• Group discussions help you learn the material

• Share class notes and other material

• Pick up new study tips & habit

mindmap

• are created around a central word, idea, or theme

• Create branches to other major concepts related to the central word

• From there continue to create branches from every word or concept you add

flashcards

• Good for classes with a lot of terminology or vocabulary

• Helpful for remembering material

• Real strength of _______ is testing yourself on the concepts

• An alternative to words on one side and definitions on the other is questions on one side and answers on the other

• Use them to quiz yourself

plagiarism

• The unacknowledged use of another's work as if it were one's own.

• examples: Inclusion of more than a single phrase from another's work without the use of quotation marks and acknowledgement of source

• Summarising another's work by changing a few words or altering the order of presentation without acknowledgement

• Copying another's work

• use of another's ideas without acknowledgement

paraphrasing

• A (better?) alternative to direct quotation

• A means of showing that you have understood the other person’s argument

• A skill that can be learned and refined

• An essential element of academic writing

10 books for 15 days

How many books and how long can you borrow them?

Inter library loan

Where to order articles and books not available at the QU library?

206

How many E-resources/databases does the library have?

JOVE

where to find videos of experiments in the database?

Popular articles

• often written by journalist or professional writers for a general audience

• Use language easily understood by general readers

• Rarely give full citations for sources

• Written for the general public

• Tend to be shorter than journal articles

Scholarly articles

• written by faculty, researchers or scholars (chemists, historians, doctors, artists etc.)

• uses scholarly or technical language

• Tend to be longer articles about research

• Include full citations

• Often peer reviewed

• Note: book reviews and editorials are not considered

Boolean operators

• They connect your search words together to either narrow or broaden your set of results.

• To focus a search, particularly when your topic contains

  multiple search terms

• The 3 basic ______ are: and, or, not

  
  

And

• boolean operator that narrows your result

• tell the database that ALL search terms must be present in the resulting records

Or

• boolean operator that connect two or more similar concepts (synonyms)

• broaden your results, telling the database that ANY of your search terms can be present in the resulting records

Not

• boolean operator that exclude words from your search

• narrow your search, telling the database to ignore concepts that may be implied by your search terms

Mentor

• has more experience

• Provides guidance and support

Mentee

• has less experience

• Seeks guidance and takes action

• Sets goals, practices, reflects and receives feedback and takes increasing responsibilty

Formal mentoring

• this type of mentoring is planned, it has clear goals, and has regular meetings

• ex. monthly faculty-student meetings for one academic year

informal mentoring

• this type of mentoring is natural, its a flexible relationship and it has no fixed schedule

• ex. a student seeks guidance from a teacher after a lecture

group mentoring

• this type of mentoring has one mentor that supports several mentees together

• ex. a faculty mentor guides a small group preparing for clinical transition

e-mentoring

• this type of mentoring is online mentoring across distance or schedules

• ex. mentor and mentee meet on teams and follow up by email

peer mentoring

• this type of mentoring has learners at a similar or slightly different stage

• ex. a senior student guides a first-year student during orientation

mentor

• focused on long-term growth

• this person shares experience, listens, guides, encourages reflection and helps with goals

advisor

• this persons helps with a decision

• he/she explains options and recommends a next step

coach

• this person teaches a specific skill

• he/she observes practice and supports improvement

supervisor

• focuses and safety and competence

• he/she monitors performance and ensures required standards are met