title: Medical students' note-taking in a medical biochemistry course: an initial exploration.
abstract: Beginning medical students spend numerous hours every week attending basic science lectures and taking notes. Medical faculty often wonder whether they should give students pre-printed instructors' notes before lectures. Proponents of this strategy argue that provided notes enhance learning by facilitating the accurate transmission of information, while opponents counter that provided notes inhibit students' cognitive processing or even discourage students from attending lectures. Little if any research has directly addressed medical students' note-taking or the value of providing instructors' notes. The educational literature does suggest that taking lecture notes enhances university students' learning. University students perform best on post-lecture testing if they review a combination of provided notes and their own personal notes, particularly if the provided notes follow a 'skeletal' format that encourages active note-taking.
authors.affiliation: Department of Family Medicine, University of California, Irvine, CA 92868-3298, USA. ehmorris@uci.edu
authors.forename: Elizabeth H
authors.initials: EH
authors.lastname: Morrison
authors.forename: Calvin
authors.initials: C
authors.lastname: McLaughlin
authors.forename: Lloyd
authors.initials: L
authors.lastname: Rucker
mesh_terms: D001671:Biochemistry / Q000193:education*; D003479:Curriculum; D003625:Data Collection; D004504:Education, Medical, Undergraduate / Q000379:methods*; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male