Appendix: Information provided to 1st year students about learning and memory, and study skills

To help students with study skills, in 2022 they were offered a required session during orientation and had elective sessions about one after orientation and early in November. Information from those sessions is below. Students also were given access to a Canvas site where they could complete modules on learning and memory, attention, and mindset and metacognition, and were encouraged to create a personal study plan. If you want access to these study modules, ask Dr. Root (rootk001@umn.edu) or Ryan Rupprecht (rrupprec@umn.edu).

Required orientation session:

1) Students may need new study skills for the DVM curriculum – Your school experiences prior to veterinary school were assuredly varied; some likely traveled linearly from kindergarten to your first year at the College of Veterinary Medicine. Others may have taken a more circuitous route. However, given your role as a student in the CVM class of 2026, you have all been “good” students thus far. You have likely experimented with more than one study habit, from the “did not study at all” to the “I made 1,000 flashcards and ran out of time to look at them.” It is also likely that you have found that some of these strategies were more successful than others. Regardless of your previous success, learning how to learn in veterinary school is often a rough transition. Here are some key differences illustrating why your study habits may need to change: Veterinary school is a full time job, so studying has to occur simultaneously with learning other things for the first time. This information will enable you to do your job! These courses are no longer stepping stones to get through so that you can get to vet school. You are here now. Everyone around you is just as smart as you are, so the content of your courses is going to be challenging.

2) Learning how to remember things well will help with learning in the curriculum, passing NAVLE and specialty examinations, and with client education

3) There are many resources – Resources on-line in the Wellness and Academic Success section for current students on the website, VetPAC and SkillsPAC coaches, Jump Start – Ask for help! The University of Minnesota Twin Cities campus is basically the size of a small town (we’re about as big as Edina or Apple Valley) so don’t be surprised if the person you ask for help may have to dig a bit, especially if it’s a central resource.

4) Basics of good study skills

– Create a calendar and keep it updated

– Create a good, consistent study space with limited distractions

– Ensure you are spacing out your study and not cramming – The vast majority of studies comparing cramming to spaced studying show that the latter is superior both at the time of the exam (9% higher score for spaced studying) and with re-testing one month later (22% higher for spaced studying – that’s two letter grades).

– Pay attention and participate in class – if you take just 5 minutes out of a class to check your emails or shop for shoes, you only have to do that ten times to have missed a whole class session

– Consider finding a study group – it generally works best to study alone first, then to practice in pairs, and review in a larger group

– Sleep, exercise, eat properly

Elective check-in session about one month after orientation:

1) Today’s session is just a check-in as you start taking examinations this semester. First of all, if some of you feel like you’re struggling, a couple of things to remember – Don’t compare yourselves to others – Think about how you’re studying and if you’re prioritizing the most important things – Your instructors are very happy to talk to you about any questions you have (content or logistics of the course) – If you think you may need accommodations for a diagnosed disability, the Disability Resource Center is very happy to help you – If you haven’t already set up some kind of calendar, I strongly encourage you to do so – Remember that there are resources available to you (Resources on-line in the Wellness and Academic Success section for current students on the website, VetPAC and SkillsPAC coaches, Jump Start)

2) Memory skills – Learning is about linking things to information that is already in your brain and then being able to retrieve when you want to. What are good ways to promote memory and retention of information? Please note that repeatedly watching or listening to the same lecture is not on this list and that this method, while commonly used by students, is not an optimal way of learning or remembering information.

– Retrieval – Self-testing is a valuable tool in helping ensure retention. There is an idea of traces; every time we think about something or pull it from memory, we create one more trace that makes another pathway for our brain to use for retrieval. Examples = flash cards, quizzing (alone or with others)

– Elaboration – This is explaining new information to connect it to ideas you already know. Example = putting things in a real-life context – think about what you know about COVID vaccines when you’re learning immunology

– Interleaving – This is varying your subjects as you review information and is a reflection of real-life when you will be presented with a variety of cases over the day. An example comes from baseball. Vet med example = as you prepare for the final exam for Prev Med; save the weekly review questions I send out and mix them up when you’re reviewing as that will be a more accurate representation of what you’ll see on the final examination.

– Generation – This is thinking through what you think the answer might be before actually learning the material in depth. This kind of “mystery” is very engaging to our brains and creates a story that helps you learn the information. Example = case studies

Reflection – Think back on what happened and use those “failures” as learning moments. Example = quiz and exam review – I can still remember not knowing the Latin name for the saltwater form of Ich in fish

Mnemonics – These are handy ways to remember things. Examples = every good boy does fine, many very early men ate juicy steaks using no plates (except they demoted Pluto..)

Calibration – This is clarification of what you don’t know. If you’re studying with a partner and you realize the two of you are disagreeing on something this is a good chance to really dive into that topic and see where your lines of thought diverge. Example = quiz and exam review and talking to the instructor to make sure you’re clear on things you apparently misunderstood

November elective session:

Topics covered were:

• Personal management and considering attention
• Creating a study area
• Calendaring
• Required readings and the PQ5R method
• Required readings / lectures and outlining
• Required readings / lectures and concept mapping
• Examination wrappers
• Creativity – practicing problem-solving

Materials used are below.

Personal management and considering attention

Your model of how our brain works suggests that we have three components functioning at all times, the attentional filter, the central executive, and the mind-wandering mode. The attentional filter is taking in data constantly and sending things to the central executive, where it is decided whether or not more specific attention will be paid to those stimuli. We have limited ability to pay close attention and distractions pull our attention away because the brain is geared toward novelty. This is why none of us really can multi-task and having too much going on can keep us from learning.

So here’s a scenario: You get home from school. You are in a foul mood because you are having a difficult time remembering names of the major nerves in the rear limb and you’re worried you’re not going to do well on the next anatomy examination. As you walk in the door, your cell phone chirps to let you know you’ve gotten a text message and your roommate says to you angrily, “The electric bill is overdue, did you forget to pay it?”. You quickly check your phone; it’s a text from your mother that just says, “Don’t worry, everything is fine.” You smell burnt toast. Is this a good time for you to review the major nerves in the rear limb? Why or why not?

My response:

I would say this is a horrible time to try to study. There are a lot of distractions that must be addressed before you can expect yourself to pay attention to nerves in the rear limb – you probably want to address the electric bill and your roommate’s anger so that relationship isn’t an ongoing strain, you probably want to call your mom so you can find out what’s going on and not just let your imagination run wild, and someone should make sure nothing bad is happening in the kitchen. External stressors can be very distracting and it’s best to address what you can before you sit down to study. The opposite side of that coin is that you have to be vigilant not to create things you need to do before you study to the point that you never really get to studying – we all have times where suddenly dusting or reorganizing shelves seems more important than studying a topic that is not of great interest to us.

Creating a study area

Do you need a dedicated study area? Why or why not?

If you do, what should and should not be in that study area?

My response:

Here is information about study spaces from the Wellness and Academic Success section of the CVM website:

Everyone has their own preference for study space and ideally this is something that can be re-created anywhere. Optimally this includes:

• All necessary materials – course materials as hard or electronic copies, music, headphones, a beverage – if you have to keep getting up to get things, you’re creating distractions for yourself.
• Privacy – this does not mean that the study space must be physically removed from all others but it does require that others recognize that you are not to be disturbed while in this space.
• Just enough comfort… but not too much – It is generally not wise to study somewhere you regularly sleep as the temptation to lay down will be difficult to overcome.
• Lighting – There is great value in having access to natural light in study spaces. If artificial light is used, it is best to filter that light through a shade so your eyes are not fighting the glare directly from a bulb.
• Positivity – The study space should be somewhere you associate with good things. This might mean only eating certain treats when you’re in that space, lighting a candle with a certain scent, or posting pictures that remind you of people, animals, and places you love.
• Dedication as a study space – A perfect study space should be used just for that, not for sleeping or binge watching Netflix. The goal is to train your mind and everyone else you live with that when you’re in that space, you’re studying.

It is important to create a study space with no distractions. If you like to listen to music while studying, it is best not to have that music running on your computer or phone, because that creates excuses for you to stop studying and instead check your phone or emails as you change what you’re listening to. Minimizing distractions also means having available everything you will need so you don’t have to keep getting up to get a pencil or a book. The most important distraction to avoid is your phone​. There is evidence that if you have your phone with you, even if it’s silenced, it is a drain on your cognitive resources as you fight not to check it.

Time management and calendaring

Many students struggle with time management and prioritizing what has to be done and when. What are things to consider regarding time management?

My response:

Here is information about time management from the Wellness and Academic Success section of the CVM website:

Creation of a study schedule can take many forms. Most commonly, people create a calendar. This calendar may be paper or may be electronic. The advantage of an electronic calendar is that it can be synced to other calendars and the electronic calendar can be set to remind you of things automatically. The first step is listing when all assignments and readings are due, when examinations will be held, and all personal obligations in a given semester. This is the minimum. A second step is to schedule study time, recognizing that many short study sessions are more effective than are a few long study sessions. The third step is to set study goals; add to the calendar personal deadlines for completing first drafts of assignments or projects or for reviewing specific topics. Some people function best with a set of calendars and lists, for example a semester calendar to help you see months ahead, a weekly calendar for flexibility as things come-and-go in real time, a daily “to-do” list, and an “ongoing projects” list.

The best habit you can develop in regards to time management is the habit of not procrastinating. ​Keeping up with study and assignments is infinitely better for learning than is waiting to cram just before something is due. If you feel that you work best when under a deadline, create artificial deadlines to keep you on task.

Learn to say “no” / Delegate – There are only so many hours in a day and it is your decision how you will spend them. It can be difficult to stop participating in activities like sports, church or volunteer work, and other worthwhile things to give yourself more time to study. Try to find the balance between participation in those activities for your own well-being and giving yourself enough time to get through veterinary school.

Set aside specific time to study and build in breaks. Some recommend building in breaks as rewards. Other rewards may include food, exercise, or specific permission to let yourself be distracted for a bit by checking Facebook or petting your dog.

Required readings and the PQ5R method

How do you get the most from required readings, including review of lecture notes?

The literature suggests that if students are going to skip doing something for a course, it’s usually the required readings that they don’t complete. This is reflected in decreased learning since the instructor assumes students are aware of that information and may not review it in class. What are ways to efficiently get through required readings and capture material for later review?

My response:

Here is information from the Wellness and Academic Success section of the CVM website:

Any time you are asked to read materials from a textbook or notes provided from an instructor, you should take some kind of notes of your own to help you focus on important concepts and to more readily permit you to review that material later. Some students like to highlight information directly in the reading. Make sure you’re not just highlighting everything; that is not helping you learn the material as you read through it.

Here is the PQ5R method

Step #1 = P​review – survey the material to give yourself the big picture – look at the headings and get an idea of what material you will be covering

Step #2 = Q​uery – make a list of questions you will answer by reading the material based on your overview

Step #3 = R​ead – read through it carefully. Don’t skim. If you have read a section and can’t remember any of it, get up and walk around, or get something to eat or drink before continuing to read.

Step #4 = R​eflect – think about how what you read answers the questions you generated before

Step #5 = R​ecite – set the material aside and test yourself by looking at your questions

Step #6 = R​eview

Step #7 = R​epeat

Other ways of helping you organize and remember material as you read it include:

• Writing things on Post-It notes and sticking them into the text, either to highlight things that don’t make sense to you or to highlight important points
• Paraphrasing the reading by writing short summary paragraphs that describe what was in the text using your own words
• Drawing structures or creating diagrams of processes and comparing them to those in the readings or elsewhere in the literature
• Writing down what you know about a topic before the reading and then comparing afterward to see what new things you have learned – this is a great way of linking new information to that already in your memory

Using examinations to foster better learning

An examination wrapper is a specific tool that can be used after one takes an examination, to help think through where preparation was good and where things could be improved. What are the kinds of questions you might ask yourself after an examination to help you prepare better the next time?

My response:

Metacognition is about making plans, evaluating how things went, and adapting. Students complete this immediately after taking an examination (step 2). Having completed it, students can adapt (step 3) and make plans (step 1) for what they’ll do differently the next time. Below is one example of questions for an examination wrapper.

Please provide your best estimate for each of the following:

• Approximately how much time did you spend specifically preparing for this exam?
• For this exam, how much time did you spend reviewing class notes?
• For this exam, how much time did you spend watching captured lectures?
• Did you work with a study group (Jump Start, informal study group with classmates)?
• What other study techniques did you use to prepare for this exam?
• Was the television, radio, streaming video, or other media on while you studied?
• Were you on any social media site while studying?
• How much sleep did you get the night before the exam?
• Where did you have the most​ trouble (please choose only one)?

[ ] Careless mistakes

[ ] Lack of understanding of concepts

[ ] Lack of basic knowledge of structures or vocabulary

[ ] Other reasons (please specify)

Based on this information, what will you do differently next time?

Creativity – practicing problem-solving

Medicine is about problem-solving – how do I best define what is happening with this individual animal or population of animals and what diagnostics do I need to do to determine the best mechanism for treatment or control?

There is value in being able to think outside of the box to help solve difficult or complex problems, or if you’re working with a species about which we know little or are encountering a new disorders in a common species. Some people suggest using questions like the following to help you practice this so-called lateral thinking:

• How much does the AS/VM building weigh?
• How could you measure tear production if the animal was under water?
• How would traffic rules change if cars could move either at ground level or up to 10’ above the ground?

How will you go about solving problems when you’re working as a veterinarian?

My response:

Part of problem-solving as a professional is about having a body of knowledge that permits you to think through a case. We do this using the problem-based medical record system, which asks you to break down each case into a series of problems and to logically think through how you will address those problems. For example, you are seeing a unicorn for lameness. Even though you most likely know very little about unicorns, you can think this through, using the PROD system:

P = problem

RO = rule-outs or differentials

D = diagnostics

The problem is lameness. Once you do your physical examination and ask some history questions, you can narrow it down to lameness of the right rear limb and maybe narrow it down  even further by identifying specific sore areas on that right rear limb or at the hoof. Then you create a list of possible causes, or differential diagnoses. Often this is done using the DAMNIT scheme (shown below), which helps you think through all possible causes. Once you have that list of differentials, you can think about what diagnostics you can do to help you narrow down that list. Here is where the art of medicine becomes important, as you consider which differentials are most likely and which diagnostic tests will help you narrow the list efficiently without spending excessive amounts of the client’s money. You will practice this in Clinical Correlations in spring semester and in many courses throughout the curriculum.