Reflections on Study Strategy Modifications Using Cognitive Load Theory and Dual Processing Theory in the First Year of Medical School

Abstract

Navigating the beginning of medical school can be challenging for students. The new learning environment and the increased volume and complexity of information presented within a short period of time demand more efficient and effective study strategies. We describe the experience and perspective of a first-year medical student, as well as the adjustment of study strategies based on the application of cognitive load theory and dual processing theory. We provide practical approaches that promote intentional and individualized studying planning and better knowledge retention, which may also improve the wellbeing of the new medical students.