title: Digital Note-Taking: Discussion of Evidence and Best Practices.
abstract: Balancing active course engagement and comprehension with producing quality lecture notes is challenging. Although evidence suggests that handwritten note-taking may improve comprehension and learning outcomes, many students still self-report a preference for digital note-taking and a belief that it is beneficial. Future research is warranted to determine the effects on performance of digitally writing notes. Independent of the methods or software chosen, best practices should be provided to students with information to help them consciously make an educated decision based on the evidence and their personal preference. Optimal note-taking requires self-discipline, focused attention, sufficient working memory, thoughtful rewording, and decreased distractions. Familiarity with the tools and mediums they choose will help students maximize working memory, produce better notes, and aid in their retention of material presented.
authors.affiliation: Jason A. Grahame, MPA, PA-C, is an associate professor and director of admissions for the Eastern Virginia Medical School PA Program in Norfolk, VA.
authors.forename: Jason A
authors.initials: JA
authors.lastname: Grahame
mesh_terms: D006801:Humans; D007858:Learning; D008838:Microcomputers; D010823:Physician Assistants / Q000193:education*; D018570:Risk Assessment; D012984:Software; D014584:User-Computer Interface; D014956:Writing