Damn it! I wish I still had classes like this! …I love classes where literally just understanding the material (in a deep, comprehensive way) is enough to get 100% if you don’t make stupid mistakes. I suspect this is the reason I did well in high school chemistry, physics, and bio–if you tried to really grasp the underlying concepts, the memorization required was trivial, or at least it didn’t feel like memorization.
Whereas many of my classes now are pure memorization of stuff with hardly any underlying logical structure (like pharmacology...stupid list of over 100 drug names to memorize, generic AND commercial!), or based on legal standards and “best practice guidelines” which, although they must be based on research results, don’t yield easily to my attempt to find underlying concepts. One class consisted almost entirely of memorizing the names (and acronyms, in French and English) for the various nursing regulatory organization in Ontario, and the documents they released on stuff like ethics. Gaaaah. There have been so many classes where I finished with an A- not because the class was hard, not because an A+ would have been ridiculously difficult, but because the material was so boring that I literally could not make myself study for more than a few minutes at a time, and only then by bribing myself.
Weirdly enough, I probably would have preferred doing pharmacology the hard way, i.e. learning chemistry to an advanced enough level that I could understand approximately how and why different drugs have the effects that they do. This would obviously be harder, but it would also be interesting, which would make it psychologically easier–I spend a lot more willpower on studying boring things than on studying interesting things.
Damn it! I wish I still had classes like this! …I love classes where literally just understanding the material (in a deep, comprehensive way) is enough to get 100% if you don’t make stupid mistakes. I suspect this is the reason I did well in high school chemistry, physics, and bio–if you tried to really grasp the underlying concepts, the memorization required was trivial, or at least it didn’t feel like memorization.
This is why I got frustrated with foreign language class. It’s impossible to derive one word in a vocabulary list from the others. Being able to recall the words for “red”, “blue”, “orange”, “grey”, “white”, and “black” doesn’t help you at all to remember the word for “green”.
I had the same problem when learning English; at least when I had to learn vocabulary for school (my native language is Spanish, so English would be our foreign language class). Later on I had the chance to take a couple of classes in Latin.
For the last two years I’ve been learning French with great success. I’ve not yet found out how it is it was so easy for me; I suspect it came from it being close-to-isomorphic with Spanish. The thing is, when learning vocabulary I found that knowing a little bit about the use (not necessarily the definition) of English words helped me a lot to derive the meaning of new words. Whenever I had a little knowledge of the etymology of a word (for example, from the latin course), this “logical derivation” of the meaning or usage of words (or even the less-preferred pairing with a word on another language) got a lot easier.
I think there’s a little learning curve about vocabulary, after which you get better and better about deriving meaning from context and memory of previous known uses. Actually, I believe this might be what we do with our native languages; in my case at least I know I wouldn’t be able to define or precise the meaning or definition of most words I use.
Weirdly enough, I probably would have preferred doing pharmacology the hard way, i.e. learning chemistry to an advanced enough level that I could understand approximately how and why different drugs have the effects that they do.
Is this even possible with the current best theories in medical science? It was my understanding that it was no where near that advanced.
Probably not, but it’s possible to go to a much deeper level of detail than we did, i.e. learning about receptors and physiology, to the point that all you have to memorize, pharmacology-specific, is “drug X is an antagonist for receptor Y”, and the rest (uses, side effects, etc) flows naturally from that. We did some of this, for agonists/antagonists of the sympathetic and parasympathetic nervous system. (Beta blockers, i.e. metaprolol are, let me draw out this memory for a moment...antagonists of the sympathetic nervous system, which is why they lower blood pressure, because increased heart output is something you get when you stimulate the sympathetic nervous system. I would not have remembered this if I’m just had to memorize it offhand.) I’m sure we could have done more learning of this style...it might have taken 2 or 3 semesters instead of just one, though. Also, some drugs do things that medical science doesn’t understand, i.e. anti-psychotics, and that would still have to be memorized.
There are memory courses that claim to teach one to remember large quantities of somewhat arbitrary information. Anything by Harry Lorayne, for example. (One day I shall bother with one of these courses. [i.e., I probably won’t.])
I found spaced repetition systems easier to use on a regular basis than visualised-association systems such as the peg system and mnemonic major system, which were interesting to learn, but a bit cumbersome to practice regularly. Possibly I could become more fluent with practice of the latter but it’s been procrastination-inducing so far.
I think spaced repetition is for natural amount of memory (e. g. 10 new terms each class) whereas visualization techniques are for unnatural amounts (e. g. 20 digits in 5 minutes).
Related: I used a mnemonic system for a good part of my pharmacology studying, mostly by using silly phrases to match generic and commercial names. This has stuck in some surprising ways; for example, whenever I think of the drug spironolactone, a diuretic with the side effect of gynecomasty (breast development in men), I have a vivid mental image of a man in Viking war armor with large, milk-oozing breasts (the “lactone”), holding a trident (unsure what this was a mnemonic for.)
I used spaced repetition (Anki decks) to study for the RN certification exam, and probably overshot-it was quite easy.
I suspect this is the reason I did well in high school chemistry, physics, and bio–if you tried to really grasp the underlying concepts, the memorization required was trivial, or at least it didn’t feel like memorization.
This was my experience in physics, but didn’t feel at all true in chemistry and bio. I understood the concepts fine, but nothing about the concepts seemed to let me derive anything on the fly or avoid rote memorization.
One of the interesting things about taking both an intro to materials science course (basically solid-state engineering) and a more traditional introductory chemistry course targetted to roughly the same academic level was seeing the difference in the underlying approach. The solid-state chem focused on deriving the macroscopic behavior from the physical properties of the atoms much more than the trad chem.
I don’t think it was taught that way in chem or bio, but I tried to understand it that way… My parents have always bought me science books, and I had already read most of my high school library’s science section, so most of what I was learning wasn’t new. The concepts I was learning didn’t necessarily let me predict the other concepts, but they all fit together in a logical, meshed framework where they relied on each other, and I could use that to trigger my memory to retrieve particular concepts. Which is much harder in something like “nursing theory”, which a) I didn’t spend most of my childhood reading books about, and b) doesn’t hold together in a logical framework, except in some superficial ways.
Damn it! I wish I still had classes like this! …I love classes where literally just understanding the material (in a deep, comprehensive way) is enough to get 100% if you don’t make stupid mistakes. I suspect this is the reason I did well in high school chemistry, physics, and bio–if you tried to really grasp the underlying concepts, the memorization required was trivial, or at least it didn’t feel like memorization.
Whereas many of my classes now are pure memorization of stuff with hardly any underlying logical structure (like pharmacology...stupid list of over 100 drug names to memorize, generic AND commercial!), or based on legal standards and “best practice guidelines” which, although they must be based on research results, don’t yield easily to my attempt to find underlying concepts. One class consisted almost entirely of memorizing the names (and acronyms, in French and English) for the various nursing regulatory organization in Ontario, and the documents they released on stuff like ethics. Gaaaah. There have been so many classes where I finished with an A- not because the class was hard, not because an A+ would have been ridiculously difficult, but because the material was so boring that I literally could not make myself study for more than a few minutes at a time, and only then by bribing myself.
Weirdly enough, I probably would have preferred doing pharmacology the hard way, i.e. learning chemistry to an advanced enough level that I could understand approximately how and why different drugs have the effects that they do. This would obviously be harder, but it would also be interesting, which would make it psychologically easier–I spend a lot more willpower on studying boring things than on studying interesting things.
This is why I got frustrated with foreign language class. It’s impossible to derive one word in a vocabulary list from the others. Being able to recall the words for “red”, “blue”, “orange”, “grey”, “white”, and “black” doesn’t help you at all to remember the word for “green”.
I had the same problem when learning English; at least when I had to learn vocabulary for school (my native language is Spanish, so English would be our foreign language class). Later on I had the chance to take a couple of classes in Latin.
For the last two years I’ve been learning French with great success. I’ve not yet found out how it is it was so easy for me; I suspect it came from it being close-to-isomorphic with Spanish. The thing is, when learning vocabulary I found that knowing a little bit about the use (not necessarily the definition) of English words helped me a lot to derive the meaning of new words. Whenever I had a little knowledge of the etymology of a word (for example, from the latin course), this “logical derivation” of the meaning or usage of words (or even the less-preferred pairing with a word on another language) got a lot easier.
I think there’s a little learning curve about vocabulary, after which you get better and better about deriving meaning from context and memory of previous known uses. Actually, I believe this might be what we do with our native languages; in my case at least I know I wouldn’t be able to define or precise the meaning or definition of most words I use.
Is this even possible with the current best theories in medical science? It was my understanding that it was no where near that advanced.
Probably not, but it’s possible to go to a much deeper level of detail than we did, i.e. learning about receptors and physiology, to the point that all you have to memorize, pharmacology-specific, is “drug X is an antagonist for receptor Y”, and the rest (uses, side effects, etc) flows naturally from that. We did some of this, for agonists/antagonists of the sympathetic and parasympathetic nervous system. (Beta blockers, i.e. metaprolol are, let me draw out this memory for a moment...antagonists of the sympathetic nervous system, which is why they lower blood pressure, because increased heart output is something you get when you stimulate the sympathetic nervous system. I would not have remembered this if I’m just had to memorize it offhand.) I’m sure we could have done more learning of this style...it might have taken 2 or 3 semesters instead of just one, though. Also, some drugs do things that medical science doesn’t understand, i.e. anti-psychotics, and that would still have to be memorized.
There are memory courses that claim to teach one to remember large quantities of somewhat arbitrary information. Anything by Harry Lorayne, for example. (One day I shall bother with one of these courses. [i.e., I probably won’t.])
I found spaced repetition systems easier to use on a regular basis than visualised-association systems such as the peg system and mnemonic major system, which were interesting to learn, but a bit cumbersome to practice regularly. Possibly I could become more fluent with practice of the latter but it’s been procrastination-inducing so far.
I think spaced repetition is for natural amount of memory (e. g. 10 new terms each class) whereas visualization techniques are for unnatural amounts (e. g. 20 digits in 5 minutes).
Related: I used a mnemonic system for a good part of my pharmacology studying, mostly by using silly phrases to match generic and commercial names. This has stuck in some surprising ways; for example, whenever I think of the drug spironolactone, a diuretic with the side effect of gynecomasty (breast development in men), I have a vivid mental image of a man in Viking war armor with large, milk-oozing breasts (the “lactone”), holding a trident (unsure what this was a mnemonic for.)
I used spaced repetition (Anki decks) to study for the RN certification exam, and probably overshot-it was quite easy.
This was my experience in physics, but didn’t feel at all true in chemistry and bio. I understood the concepts fine, but nothing about the concepts seemed to let me derive anything on the fly or avoid rote memorization.
One of the interesting things about taking both an intro to materials science course (basically solid-state engineering) and a more traditional introductory chemistry course targetted to roughly the same academic level was seeing the difference in the underlying approach. The solid-state chem focused on deriving the macroscopic behavior from the physical properties of the atoms much more than the trad chem.
I don’t think it was taught that way in chem or bio, but I tried to understand it that way… My parents have always bought me science books, and I had already read most of my high school library’s science section, so most of what I was learning wasn’t new. The concepts I was learning didn’t necessarily let me predict the other concepts, but they all fit together in a logical, meshed framework where they relied on each other, and I could use that to trigger my memory to retrieve particular concepts. Which is much harder in something like “nursing theory”, which a) I didn’t spend most of my childhood reading books about, and b) doesn’t hold together in a logical framework, except in some superficial ways.