MS1 and MS2 years

[Ookla]

<p>How much do you study per day? How do exams work (as in, how much do you have to know before a particular exam?)</p>

[ASMAJ]

<p>Obviously, its going to differ for every school, but here are some trends on it.</p>

<p>[Your</a> daily schedule during MSI - Student Doctor Network Forums](<a href=“Your daily schedule during MSI | Student Doctor Network”>Your daily schedule during MSI | Student Doctor Network)
[if</a> you don’t go to class, what is your daily schedule like?? - Student Doctor Network Forums](<a href=“if you don't go to class, what is your daily schedule like?? | Student Doctor Network”>if you don't go to class, what is your daily schedule like?? | Student Doctor Network)
[So</a>, a day in the life of a med student… - Student Doctor Network Forums](<a href=“So, a day in the life of a med student... | Student Doctor Network”>So, a day in the life of a med student... | Student Doctor Network)</p>

<p>I can post on some the schools I know about later.</p>

[Bigredmed]

<p>My school has basic science lectures 8am to noon, M-F, and then most weeks, our “how to be a doctor” class from 1pm to 4:30 two days a week on Monday and Wednesday, though there were plenty of weeks where we might only have 2 lectures in the afternoon, or not have class at all in the afternoon.</p>

<p>Because we were on a “core” schedule where we only took one science at a time (ie first 10 weeks of first year were “Structure of the Human Body” which was anatomy and embryology), we averaged a basic science exam every 3 weeks. How much I studied was highly dependent on what week we were in the sequence - week after an exam, I might study 2-3 hours a day - occasionally not at all as I would catch up with errands/laundry/non-med school friends/family. Test week, more like 8 or 9, or more.</p>

<p>Our exams were all multiple choice, and because our grades were based on Z-score and distribution, the exams frequently featured quite a bit of very precise details in order to separate out the class along the bell curve. But every med student I’ve talked to has always said the level of detail needed at any school is usually well beyond anything colleges tend to expect. Also the questions tend to be much higher order questions, requiring you to see a pattern (ie in a clinical scenario, the symptoms), recognize the cause (the disease responsible) and then predict outcomes (what the lab results will be for that patient because of the disease).</p>

[Ookla]

<p>is it all memorization?</p>

[Son_of_Opie]

<p>Yes and no.</p>

[my_0.02]

<p>“is it all memorization?”</p>

<p>Understanding higher order concepts provides a framework to organize facts. With no functioning framework, medicine is a huge, unwieldy, mass of changing facts. With a framework to organize material, facts and the relationships between facts make sense; in addition, a retained network provides a means to process new material or a model to develop analogous networks.</p>

[Son_of_Opie]

<p>I find it to be similar to learning a new language, in a lot of respects.</p>

[ASMAJ]

<p>Here a pretty detail schedule for:</p>

<p>FSU: [Medical</a> Education - Curriculum - Course Outline](<a href=“http://med.fsu.edu/education/Curriculum/]Medical”>http://med.fsu.edu/education/Curriculum/)</p>

<p>USF (daily): 1st year: <a href=“http://health.usf.edu/NR/rdonlyres/1B63673D-82ED-4CD6-AAC8-5CC6F3F21409/32502/AY0809IntegratedYear1MDClassof2012andDPTClassof201.xls[/url]”>http://health.usf.edu/NR/rdonlyres/1B63673D-82ED-4CD6-AAC8-5CC6F3F21409/32502/AY0809IntegratedYear1MDClassof2012andDPTClassof201.xls&lt;/a&gt;
and 2nd: <a href=“http://health.usf.edu/NR/rdonlyres/1B63673D-82ED-4CD6-AAC8-5CC6F3F21409/31840/Class2011AcademicScheduleAY080902_05_09.xls[/url]”>http://health.usf.edu/NR/rdonlyres/1B63673D-82ED-4CD6-AAC8-5CC6F3F21409/31840/Class2011AcademicScheduleAY080902_05_09.xls&lt;/a&gt;&lt;/p&gt;

<p>UF: 1st: [First</a> Year - First Year Medical Curriculum - Medinfo - College of Medicine](<a href=“http://medinfo.ufl.edu/year1/]First”>http://medinfo.ufl.edu/year1/) and 2nd: [Second</a> Year - Second Year Medical Curriculum - Medinfo - College of Medicine](<a href=“http://medinfo.ufl.edu/year2/]Second”>http://medinfo.ufl.edu/year2/)</p>

[Ookla]

<p>interesting reply .02</p>

[my_0.02]

<p>Ookla,</p>

<p>Here is an article about learning you might enjoy. (Psychobabble, yes - but not completely useless.)</p>

<p>

1. Learning as a quantitative increase in knowledge. Learning is acquiring information or ‘knowing a lot’.
2. Learning as memorising. Learning is storing information that can be reproduced.
3. Learning as acquiring facts, skills, and methods that can be retained and used as necessary.
4. Learning as making sense or abstracting meaning. Learning involves relating parts of the subject matter to each other and to the real world.
5. Learning as interpreting and understanding reality in a different way. Learning involves comprehending the world by reinterpreting knowledge. (quoted in Ramsden 1992: 26)</p>

<p>As Paul Ramsden comments, we can see immediately that conceptions 4 and 5 in are qualitatively different from the first three. Conceptions 1 to 3 imply a less complex view of learning. Learning is something external to the learner. It may even be something that just happens or is done to you by teachers (as in conception 1). In a way learning becomes a bit like shopping. People go out and buy knowledge - it becomes their possession. The last two conceptions look to the ‘internal’ or personal aspect of learning. Learning is seen as something that you do in order to understand the real world.

</p>

<p>[Learning</a> theory - models, product and process](<a href=“http://www.infed.org/biblio/b-learn.htm]Learning”>What is learning? A definition and discussion – infed.org)</p>

<p>Relevant to this discussion is [the</a> cognitive orientation to learning.](<a href=“http://www.infed.org/biblio/learning-cognitive.htm]the”>The cognitive orientation to learning – infed.org)</p>