Using the Lessons of Learning Science to Improve Medical Education in Otolaryngology

This review synthesizes information from original research in the field of learning theory and the psychology of learning in order to provide evidence-based study methods to adult learners in the field of medicine.

A literature review was conducted and results were synthesized in a narrative fashion.

Deeper levels of analysis produce longer lasting memory; therefore, the concept of creating a "desirable level of difficulty" when it comes to study material and methods has been shown to promote learning. When the learner uses a higher subjective level of effort in processing information, they can maximize the efficacy of their studying efforts. This review describes how memory encoding can be enhanced by applying several theories of learning psychology including the generation effect and the interleaving effect. The use of mnemonics, the "memory palace," and hand-written notes have also proven useful to enhance information recall. Methods that promote long-term learning including the spacing effect and delayed repetition are reviewed. Learning theory shows that the most effective learners use self-testing and forced recall to retain more information with limited study time.

The application of these learning methods may help to improve information retention and productiveness among adult learners.