This document provides guidance on developing effective study skills, including using learning outcomes, gathering evidence of learning, maintaining a portfolio, and reflective writing. It recommends that students focus their learning around the specified outcomes, record instances where they gain significant knowledge, and collect materials like notes, assignments, and experiences to prove they have met the outcomes. Critical incidents of learning should be recorded in a journal and mapped to outcomes, with reflective writing relating events to theory. Maintaining evidence of learning in a portfolio can help students convey the breadth and quality of their achievement.

1. Study Skills Development Rachel Westacott Marta Ulanicka

2. Learning outcomes: help or hindrance? How often do you look at the learning outcomes for a given block? Feedback

3. Learning outcomes: a suggestion They identify precisely what you need to be able to do and know for a given block. They will guide and provide structure to your learning. Put the learning outcomes at the centre They will help you to make connections between theory and practice. They are worded in a practical way to ensure that you are learn how to be a doctor, not just how to pass exams.

4. How do I know I have met the learning outcomes? http://commons.wikimedia.org/wiki/ File:Cough_medicine.jpg lecture notes self-study notes learning objects index cards, pictures, diagrams, handouts, patient literature, objects such as prescriptions learning events Record instances where you learned something significant. Prove it to yourself: gather evidence

5. A portfolio “…a collection of […] a person's work, typically intended to convey the quality and breadth of his or her achievement in a particular field.” (Oxford English Dictionary) from www.flickr.com/photos/xenlab/2629980880/ from www.flickr.com/photos/nicokaiser/937865/

6. How do I know I have met the learning outcomes? http://commons.wikimedia.org/wiki/ File:Cough_medicine.jpg lecture notes self-study notes learning objects index cards, pictures, diagrams, handouts, patient literature, objects such as prescriptions learning events Record instances where you learned something significant. Prove it to yourself: gather evidence

7. What is a critical incident? An event which: introduces something new; and/or is significant in some way; and/or provides scope for learning. It might consist of an encounter with a particular: patient (& therefore condition) drug procedure … or another type of event.

8. Recording learning: Journal writing Patient Event Drug Procedure record it map it to learning outcome(s) relate it to theory

9. Reflective writing? “Reflective writing is writing which involves '… consideration of the larger context, the meaning, and the implications of an experience or action' (Branch & Paranjape, 2002, p. 1185). In medical and health science courses you are required to produce reflective writing in order to learn from educational and practical experiences, and to develop the habit of critical reflection as a future health professional.” (http://www.monash.edu.au/lls/llonline/writing/medicine/reflective/1.xml) Some of the writing which you produce as part of your journal might be reflective, and some might be purely factual. To find out more about reflective writing in medicine see: http://www.monash.edu.au/lls/llonline/writing/medicine/reflective/index.xml

12. Contacting us and staying in touch 2nd floor, David Wilson library www.le.ac.uk/succeedinyourstudies (0116) 2522004 studyhelp@le.ac.uk www.facebook.com/uolstudy www.twitter.com/uolstudy