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  • Almost all FMGE aspirants in dilemma about The Best method of revision for FMGE.
  • We will provide insight into the scientific basis of the revision & effective method of FMGE revision.

Scientific background:

  •  Forgetting curve Ebbinghaus:
    1. Hermann Ebbinghaus, a German psychologist who pioneered in the experimental study of learning vs memory & known for his discovery of the forgetting curve and the spacing effect (spaced repetition or distributed learning) before 150 years ago.
    2. Massive forgetting actually happens within hours of the initial learning session & you will already have forgotten about 70 % of what you learned even before Day 2 arrives,

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  • The neurological basis of learning & retention (memory):
    1. Short term memory (STM): when you learn something the information is readily available for a short period of time is called “Short term memory” which is believed to be processed in the Hippocampus
    2. Long term memory (LTM): repeating or rehearsing the information stored in the  “Short term memory” will transform into the “Long term memory” through a process called consolidation (Synaptic & systems consolidation) which is believed to be processed in the neocortex.

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  • Phases retention of the new information acquired (Optimal memory curve):
    1. First 24 hours: exposure and analysis of the new material
    2. Within the first week: memorization and synthesis
    3. Within the first month: consolidation
  • Two unique levels of processing by Craik and Lockhart:
    1. Shallow Processing: achieved through repetition of the structural and phonemic properties of the information to support supports short-term retention.
    2. Deep Processing: linking the new information with previous ones through meaningful connection to create durable, long-term memories (easy to recall).
  • Why do we forget?
    1. Cue-dependent forgetting mechanism: retrieval failure to recall a memory due to missing stimuli or cues that were present at the time the memory was encoded & Spaced repetition or distributed learning is proved to decrease this mechanism.
    2. Decay theory: “memory trace” is a neurochemical or physical change formed in the brain when something new is learned & the “memory trace” decays when information is not occasionally recalled (STM → Spaced repetition → Repeated firing of the neurons → consolidation → structural change → LTM)
    3. Interference theory: competition between the processing of the older & newly learned information leads to forgetting of older information (Spaced repetition decreases this mechanism too).
  • Spaced repetition or distributed learning (spacing effect):
    1. Full understanding and knowledge can grow deeper with persistence, routine, and practice.
    2. Distributed Practice or spaced repetition is proved to be the best method of accelerated learning & retention.
    3. Distributed practice(multiple sessions practice) on contrary to massed practice gives better results→ able to cut study time nearly in half with the same results
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What obvious? Low decaying & high recall

Effective Frequency of the FMGE Revision:

    • 5 revisions will be optimal but a minimum of 3 revisions are essential.
    • Frequency & interval between revisions based on educational psychology

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10 common revision techniques:

  • High Effectiveness:
    1. Practice Testing
    2. Distributed Practice (returning to topics over a longer period of time)
  • Moderate Effectiveness:
    1. Interleaved practice (chunking up and mixing up topics)
    2. Elaborative interrogation (Asking ‘why’ and making connections)
    3. Self-explanation (linking new information to existing information)
  • Low Effectiveness:
    1. Summarisation
    2. Highlighting/ underlining
    3. Keyword mnemonic
    4. Image use
    5. Rereading

DMA’s Suggested the effective method of revision:

  • 3R (read-recite-review): Modified Feynman technique by McDaniel and Scott Young.
    1. Read: Read the passages, terms, or concepts that you need to memorize.
      • Use 3 color coding while reading (Von Restorff effect): Green for high yield but easy to recall / yellow high yield but confusing & Orange for high yield but unable to recall.
    1. Recite: Recall & Recite out loud all of what you can remember.
    2. Review: Again read the passage, term, or concept that you need to memorize again (Make notes of any information you couldn’t recall).


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