The pre-clinical curriculum: an information processing problem

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Abstract
In this study revision procedures for examinations were investigated by questionnaire in a group of students undertaking a new pre-clinical course. The results revealed that students' own notes were by far the most preferred source of revision material and that lectures were the main source of these notes. Evidence of the actual revision strategies used together with their time scheduling was also obtained. Since lectures were shown to be the most significant form of input for later revision, a further study investigated the amount written and recalled from a single lecture, immediately afterwards and following a 5 month gap. The amount recalled was surprisingly high on both occasions but was not related to the amount of notes taken in the lecture. No significant sex differences in recall were observed but there was evidence that female students took significantly more notes. A much greater variation in the amount recalled was also observed over the longer time period.

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