The science of learning has become a lot more popular over the past few years than when I was a student. Contemporary medical students utilize spaced repetition algorithms for their Anki flashcard decks, enjoy high-quality question banks, watch videos at 2x speed, and drill with picture-based mnemonic tools like Sketchy Medical. These techniques have minimal overlap with the medical school I started fifteen years ago (in-person lectures, books, repeat).
A lot of the most compelling educational literature forming the basis for our current conception of optimal learning is well-summarized in the book Make it Stick (the big three being [1] spaced repetition, [2] retrieval practice, and [3] interleaving). A less academic and more casual book repackaging of this evidence-based approach is Ultralearning by Scott Young. I wrote about it back in 2020 in this post about the transfer problem.
We can summarize Young’s key components of “ultra” learning as Directness, Drill, Retrieval, Feedback, Retention, Intuition, and Experimentation.
This post is meant to prompt you to do the work of meta-learning: learning about learning, trying to figure out the best ways to learn the art and science of practicing radiology.
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