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FMGE preparation tips for different learning styles:

  • Learning style: Psychological profile combined with the pattern of learning new information, cues for motivation &  performance while using characteristic sensory preferences. Learning styles are classified based on many theories.
  • Each of the FMGE aspirants is unique in personality, learning pattern, level of knowledge & discrimination skills therefore it’s impossible to implement the same study plan & strategy to everyone without analyzing them individually.
  • FMGE aspirants should know their learning style and use the respective strategies to improve the FMGE preparation to crack FMGE with the least effort & score 200+.

Uses of analyzing the learning styles in FMGE preparation?

  1. Easy to focus on cues for motivation.
  2. Increase the efficiency of learning.
  3. Helps to choose the appropriate study partner or ambiance.
  4. Easy to cope up with the pitfalls in effective learning.
  5. Improve the problem-solving approach in the exams & clinical practice.
  6. Improve the performance by tackling the approach to the exams.

Myers-Briggs Type Indicator based learning styles:

  • MBTI (derived from the work of Carl Jung): Personality type +  knowledge of your sensory preferences = preferred learning style.
  • In this article, we are not focusing on every aspect of MBTI but only on the crucial aspects pertinent to FMGE preparation.

Myers Briggs Type 01 FMGE preparation tips for different learning styles

Myers Briggs Personality Types Explained ↓


Perceptual Preference-based learning styles:

  •  Each FMGE aspirant has a preferred learning style, and many have multiple learning styles that explain what may work best to process, learn, and retain information.

Myers Briggs Type 02 FMGE preparation tips for different learning styles

TypeTips to Improve your learning & retention
1. Visual learners
  • Use highlighters to color code the related information in your notes and study guide.
  • While taking notes, replace words with symbols and images when possible.
  • Create flashcards of high-yield topics and review 5-7 cards in the morning then re-test yourself over the same cards later in the evening.
  • Close your eyes and try to visualize what the information you studied looks like.
2. Auditory learners
  • Study with a partner and or in groups so you can review out loud and answer questions.
  • Repeat definitions and mnemonics out loud over and over to yourself with your eyes closed.
  • Have a study partner quiz you verbally.
3. Read/Write learners 
  • Write out your own answers to the questions, then refer to the resources suggested with the questions to locate the answers and annotate your review book.
  • Take extensive written notes in your notebooks.
  • Go through your notes and rewrite the information for better retention.
4. Kinesthetic learners 
  • Sticky notes: write each key point or concept on a sticky note and post them at strategic positions around your room. Then each time you walk past, stop to review the notes.
  • Stay physically active as you study: squeeze a stress ball, tap your pencil, or occasionally get up and walk around as you read information out loud.
  • Kinesthetic learners can have trouble sitting through long hours of focused study: Give your brain a short break between lectures.

Perceptual Preference-based learning styles explained ↓


Davinci Analytica

The Improper guidance without analyzing the potentials of the aspirants lead to the ineffective preparation yielding in mass failure in the FMGE (Overall FMGE pass% < 25).

Bombardment of the Vast number of study aids in the market leads to the confusion of the aspirants about what plan, materials, lectures & Qbank to choose to prepare for the FMGE effectively.  All the study aids available in the market will not fit your style therefore you will have to carefully choose the best aids as per your learning pattern &  the level of knowledge.

DMA is the only one institute providing the analytics currently,  which is an online tool to identify your personality, learning pattern,  level of knowledge & discrimination skills to strategize a customized study plan & to choose the appropriate study aids for your preparation.

Learning styles & FMGE preparation:

  • Each of the FMGE aspirants is unique in personality, learning pattern, level of knowledge & discrimination skills therefore it’s impossible to implement the same study plan & strategy to everyone without analyzing them individually.
  • FMGE aspirants should know their learning style and use the respective strategies to improve the FMGE preparation to crack FMGE with the least effort & score 200+.

Uses of analyzing the learning styles in FMGE preparation?

  1. Easy to focus on cues for motivation.
  2. Increase the efficiency of learning.
  3. Helps to choose the appropriate study partner or ambiance.
  4. Easy to cope up with the pitfalls in effective learning.
  5. Improve the problem-solving approach in the exams & clinical practice.
  6. Improve the performance by tackling the approach to the exams.

What will be analyzed in Davinci Analytica?

  1. Psychological profile
  2. learning profiling & preferences
  3. Subject proficiency tests
  4. Exam discrimination skills

What will be provided after the Analysis?

  • Your results will be analyzed by the Psychologist & Specialists with 24 hrs after your completion of the Analytica.
  • You will be counseled by DMA’s specialist & provided with:
    1. A smart customized per subject to crack the FMGE with ease.
    2. Solutions for your challenges & problems based on the analysis of your Psychological profile + learning style + Subject proficiency tests + discrimination skills.

Know your learning style to crack the FMGE


References:

  1. Provost, J. A., and Anchors, S. (1987) Applications of the Myers-Briggs Type Indicator in Higher Education. Palo Alto, CA: Consulting Psychologists Press
  2. Fratzka, J. (1989) A study of the relationship between preferred learning style and personality type among traditional age college students and adult learners. Dissertation Abstracts International 49 (12-A, Pt. 1), p 3587
  3. Leon, R., and Martinez, F. (1989) Recent developments in medical education at the Universidad Autonoma De Guadalajara School Of Medicine. Washington, DC: Innovations in Medical Education, American Association of Medical Colleges
  4. Wolf, F. M., Ulman, J. G., Slatman, G. A., and Savickas, M. L. (1980) Allocation of time and perceived coping behavior of fist-year medical students. Journal of  Medical Education 56, pp 956-958
  5. Alpert, R., and Haber, R. N. (1960) Anxiety in academic achievement situations. Journal of Abnormal Social Psychology 61, pp 207-215
  6. Montecinos, c., and Jackson, E. W. (1987) Metacognitive factors affecting performance on MCAT skills analysis: Reading practice passages. Proceedings of the Twenty Sixth Annual Conference Research in Medical Education Washington, DC: Association of American Medical Colleges, pp 63-68)
  7. Myers, I. B., and McCaulley, M. H. (1985) Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator. Palo Alto, CA: Consulting Psychologists Press) (Jung, C. (1923) Psychological Types. New York: Harcourt Brace
  8. Leite, Walter L.; Svinicki, Marilla; Shi, Yuying (April 2010). “Attempted validation of the scores of the VARK: learning styles inventory with multitrait–multimethod confirmatory factor analysis models”. Educational and Psychological Measurement. 70 (2): 323–339. doi:10.1177/0013164409344507
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