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How I Learn More Efficiently Than Everyone At Medical School

Get My NEW Learn How To Learn Course 👉 https://alexanderfyoung.com/learn-how... Learn anything faster (50% off for the 1st 1000 sign-ups!) In today's video I drive into why some people at medical school would spend hours and hours reading over lectures or spend days in the library on topics that I'd get through in less than 30-minutes. It's easy to feel like you are being productive and learning by sitting down in front of your books for 12-hours straight but what if there was a way to study more effectively in less time and still have room for things that help you to consolidate what you've learned like going to the gym or getting enough sleep and also fit in all the things you want to get done other than studying? Spoiler Alert: We talk #activerecall, #encoding, #cognitiveload and more cognitive learning theories. // BLOG 🌍 https://blog.alexanderfyoung.com/ // NEWSLETTER 📰 https://join.alexanderfyoung.com/ // FOLLOW ME @alexanderfyoung 🐦   / alexanderfyoung   📸   / alexanderfyoung   // MY BUSINESS @VirtiLabs 🎮 https://virti.com/ // CHAPTERS 0:00 Intro 1:44 Encode by Building Context 4:53 Encoding Tip 1 5:07 Encoding Tip 2 5:44 Encoding Tip 3 6:54 Reducing Cognitive Load 8:44 The Science of CLT 10:24 Self-Testing with Active Recall 12:39 Study Without Distractions //WHO I AM 👨‍⚕️ Alex Young Hey I'm Alex, I'm a surgeon and the founder and CEO of Virti and am obsessed with human performance, learning and productivity. I also write for Entrepreneur and Forbes and invest in early stage companies with a focus on education technology and health technology sectors. #alexyoung // SOURCES Wenger, S.K., Thompson, P. and Bartling, C.A. (1980). Recall facilitates subsequent recognition. Journal of Experimental Psychology: Human Learning and Memory, 6 (2), p.135-144. Sweller, J. (1988). Cognitive Load during Problem Solving: Effects on Learning. Cognitive Science, 12, p.257-285. Chandler, P. and Sweller, J. (1991). Cognitive Load Theory and the Format of Instruction. Cognition and Instruction, 8 (4), p. 293-332. Chandler, P. and Sweller, J. (1992). The split-attention effect as a factor in the design of instruction. British Journal of Educational Psychology, 62 (2), p.233–246. Clark, R.C., Nguyen, F. and Sweller, J. (2006). Efficiency in learning: evidence-based guidelines to manage cognitive load. San Francisco: Pfeiffer. // MUSIC 🎵 https://www.epidemicsound.com/referra... // EDITOR @Mp3Charlie 🎬    / mp3charlie