Study Skills Scheme

About the Scheme

Advisers

Handbook (online Version)

Seminars

Rights and Responsibilities

Chapter 2

Introduction

Transition to university involves understanding and adapting to different expectations and a different learning environment. This chapter provides an overview of the main differences between university study and studying at school, the key elements of study in Health Sciences, how to learn from lectures, and tips on research and library skills. Study skills in particular areas of university study, such as reading and writing for assignments, will be covered in subsequent chapters. These study skills underpin the graduate attributes you will develop through your studies in Health Sciences which are required for work in your chosen field and the changing environment of health care provision.

Studying at university

Studying at university involves learning new ways of thinking, reading, writing and learning how to learn. The table below summarises some of the main differences between study at school and study at university.

Differences between studying at school and university

Studying at school	Studying at university
Responsibility for learning learning directed and monitored   by teacher homework set by teacher	need to set your own goals, and plan and evaluate your learning
Reading reading from textbook/prescribed texts reading guided by teacher and/or focus questions/models	some reading from textbook required for each lecture wide reading required for written assignments critical approach to reading essential
Writing use of a single source, or limited range of sources in written assignments feedback from teacher on drafts limited use of referencing	requires extensive research analytical approach essential referencing essential mastery of referencing system conventions essential feedback on completed assignments
Time management learning structured by school timetable and homework set	need to plan and manage your own time need to manage a heavy workload

A study cycle in Health Sciences

The components of the traditional study cycle in Health Sciences and their interrelationships are illustrated below. Each of these areas is discussed in more detail in later chapters. Chapter 13 provides an overview of the learning cycle in Enquiry-based Learning.

A study cycle in helath sciences

Success in university study depends on your ability to manage the cycle of activities illustrated above and to adopt an active, critical and reflective approach to your study, which results in deep learning. In contrast, surface learning is an approach to learning that is passive and mechanistic, where you memorise rather than understand. Approaches to learning will be discussed in more detail in the next section.

Approaches to learning

Deep and surface learning

As illustrated in the previous section, an active and reflective approach to your studies is associated with deep learning. The table below compares and contrasts deep and surface learning.

Comparison of deep and surface learning

Deep learning	Surface learning
Student’s intention is to understand.	Student’s intention is to complete task requirements.
The approach involves vigorous interaction with content.	The approach involves rote learning and memorising information needed for assessment.
Student relates new ideas and concepts to previous knowledge and real world experiences.	Student fails to distinguish principles from practice.
Student is able to link specific information to the ‘big picture’.	Student focusses on discrete elements without integrating knowledge.
This approach has a positive effect on long-term memory and ability to make use of learning.	This approach has a poor effect on long-term memory and understanding of concepts.

Learning strategies for Human Biosciences

What are Human Biosciences?

The School of Human Biosciences at La Trobe University teaches a variety of disciplines to students in the Faculty of Health Sciences. These disciplines include anatomy, physiology, pathology, pharmacology and biomechanics. These disciplines provide foundation knowledge that underpins the professional courses offered by the Faculty of Health Sciences.

The Human Bioscience disciplines will also introduce you to a whole new vocabulary (medical terminology, often based on Latin derivations) which has to be learnt and used with precision and which can then be used in communication with health professionals of all types.

The amount of knowledge associated with each of these disciplines can be substantial. As a graduate of the Faculty of Health Sciences, you will not be expected to understand the full breadth and depth of these disciplines. However, you will need to understand the general principles related to each discipline so that you can apply your knowledge to particular circumstances to fully appreciate the basis of a particular health or disease condition. The information in this section should help you to adopt learning strategies that will assist your understanding of the general principles of the human biosciences.

Learning strategies to encourage deep learning in Human Biosciences

You will have a variety of different teaching modes in Human Biosciences units, including: lectures, practicals, tutorials, and on-line activities. Information delivered in lectures is reinforced and elaborated on in practicals and tutorials, so active participation in all scheduled classes is necessary to develop a deep understanding of Human Biosciences content.

The advantages of adopting deep learning strategies have been outlined in the previous section of this chapter. The learning strategies listed below are suggestions that will facilitate deep learning of your Human Biosciences content.

Learning strategy 1: Complete the learning objectives

A set of learning objectives (also known as review questions, study questions, and so on) is typically provided for each component of a unit. The aim of the objectives is to give you an outline of the information you need to acquire and to give you some idea of the depth of knowledge required in these areas.

Review each lecture as soon as possible. Then complete learning objectives after you have completed all classes (lectures, practicals and tutorials) in each topic of a unit. It is suggested that you use the 3-stage procedure below.

Learning strategy 2: “Talk the talk”

• Participate in all classes and tutorials. Full participation will require some preparation for each class.
• Ask questions as they arise so that the answers given are in the context of current topics. Be prepared to be wrong. It is better to find out that you do not understand in a tutorial than in an exam!
• Articulate your study with others by:
  • working with a small study group of like minded students
  • completing learning objectives verbally in your group
  • interacting with other students enrolled in your unit in WebCT discussion

Learning strategy 3: Relate the content in an excellent way of making the information relevant.

For example, in surface anatomy:

• perform movements
• palpate landmarks
• draw the course of nerves/vessels

Learning strategy 4: Utilize resources

• The Unit manual is the best guide to the breadth and depth of knowledge required for your units as it is specifically written for your unit.
• The prescribed text and other references have not been specifically written for your unit but are useful sources of information. Avoid reading whole chapters: the textbook covers more that you are expected to cover.
• Seek advice and feedback on your understanding from lecturers, tutors, and other students.
• WebCT sites provide a variety of unit specific and general resources and links to useful web-based resources.
• Library, including audio-visual resources and past exam papers on-line.
• Anatomy resource room.
• Computer-based resources.

Learning strategy 5: Make visual aids to learning

Visual aids to learning include concept maps, flow charts and “home made” diagrams. These can be a particularly useful method of learning Human Bioscience content.

Using concept maps as a learning tool

A useful tool for deep learning is concept mapping. Concept maps organise your thinking in a logical, hierarchical way. They can also highlight gaps in your knowledge, which may then require further reading and re-thinking of the topic.

Below are two examples of concept maps based on the text ‘What is cancer? Compare the differences between them.

What is cancer?

Cancer is a disease of the body's cells. Normally the body's cells divide to make new cells in an orderly way, allowing the body to grow, and to heal after injury. Occasionally, however, some cells behave abnormally. They divide in an uncontrolled way, and they may grow into a lump which is called a tumour. Tumours can be benign (not a cancer) or malignant (a cancer). Benign tumours do not spread to other parts of the body. A malignant tumour is made up of cancer cells. If not treated, these cells will continue to increase, and may invade and destroy surrounding tissues.

Concept map 1

Concept map 1

Concept map 1 shows that the reader has processed the text in a linear fashion and understood the key concept to be ‘cancer’. As a result, the various components of the concept are represented in the map in the order in which they are mentioned in the text. The reader has not understood how the pieces of information are connected and, therefore, the map is incorrect.

Concept map 2

Concept map 2

Unlike Concept map 1, this concept map shows that the reader has correctly understood the links between cancer, tumours and cell division and has, therefore, identified the hierarchy of information in the text. Thus, the links between the pieces of information will be correctly represented in the concept map.

The above examples of concept maps highlight two important points about studying at university: firstly, the difference between surface and deep approaches to learning and, secondly, the usefulness of using diagrams as a tool in understanding course content and evaluating your learning.

Getting the most out of lectures

Lectures are an integral part of a subject and are directly linked to assessment. To gain the maximum benefit from lectures, you need to understand why lectures are important and how you can actively learn from them.

The purpose of a lecture

A lecture may have a number of different purposes, the most important being to:

• make you think critically about the subject
• indicate the scope of the subject
• guide your thinking about a specific topic
• relate new work to your previous knowledge
• answer your questions
• serve as a starting point for private study

How to get the most out of a lecture

To get the most out of a lecture, you need to follow a procedure that involves preparation, listening to the lecture and consolidation. This procedure is outlined below.

Before the lecture, you should:

• do some of the suggested/required reading
• read through lecture summaries you have downloaded, highlight key points, and write down any questions you have
• review past lecture notes and think about how the topic relates to past lectures
• get to the lecture on time so you can benefit from the overview in the lecture introduction

During the lecture, you should:

• listen more than you write – do not expect to take down everything that is said
• listen actively – concentrate on what is said, ask yourself questions about what the lecturer is saying
• be selective about what you write down
• underline/highlight what is important
• summarise visuals rather than describe what they represent
• evaluate whether the questions you had before the lecture have been answered

After the lecture, you should:

• review your notes as soon as possible after the lecture – think about how the lecture links with what you already know about the topic
• check that you understand everything that you’ve written – if necessary, edit your notes so that they are a more accurate record of what the lecture was about and that they read more easily
• make a summary of your notes in diagrammatic form (e.g. concept maps, flow chart) – file away with other notes/reading materials for revision purposes

Taking lecture notes

Lecture notes are aids for your private use. You should, therefore, use a method of note-taking that suits your purposes. The most commonly used notes are linear notes, that is, notes that follow the order in which the lecture content was presented. However, some lectures may be better suited to other forms of note-taking, for example, a tree diagram.

Good lecture notes:

• are a record of how the lecture increased your knowledge of the topic
• are intelligible and meaningful to you
• are concise and written in point form
• are clearly set out
• have continuity
• accurately reflect the main points of the lecture
• include some examples
• include your comments and questions

Research skills

As noted earlier in this chapter, writing assignments at university involves substantial research. Moreover, an assignment that is well-researched is more likely to be well-written than one that is superficially researched. Good research skills refers to: identifying sources relevant to the assignment topic; selecting material from your sources that specifically addresses the question or problem set; and using quality sources.

To improve your research skills:

• familiarise yourself with the library services available
• allow sufficient time for research
• remain focussed on the assignment topic
• keep accurate and complete records of all sources you read
• be selective about the sources you use, in particular with regard to internet sources
  • electronic sources appropriate for academic writing include: refereed journal articles (that is, articles from academic journals that undergo a rigorous process of peer review before they are published); government reports; documents on government department websites; websites of research organisations, such as the Australian Bureau of Statistics
  • electronic sources not appropriate for academic writing include: websites of companies or individuals

Further advice on using sources for assignments is provided in Chapter 9.

Library skills

The library contains a wealth of information. One of the most important skills that you will develop as a student is how to use the resources that the library offers effectively. Visiting the library home page is a good place to start: LaTrobe Libray home page www.lib.latrobe.edu.au.

Library tours

The library staff conduct walking tours at the beginning of each semester. These tours will help you to find your way around the library, and are the first step to becoming familiar with library resources and services. Information about these tours is available from the library.

Throughout each year, the library staff conduct a series of classes aimed at increasing your library skills. Visit the library regularly to see what classes are coming up. At the beginning of each semester, there are classes on how to use the library catalogue: this skill is the second step in developing your library skills. As the year progresses, your lecturers may organise for you to attend classes on more advanced skills. To book into either a library walking tour or catalogue workshop go to: Library walking tour or Catelogue workshop http://www.lib.latrobe.edu.au/training/ See contact link below if sessions at your campus are not listed.

If you have missed the library tours/sessions at the beginning of semester, see On-line Library Training and Library Podcasts below for self-guided options at any time.

If you have further queries about library training, contact the staff at your campus library: Library contacts http://www.lib.latrobe.edu.au/contacts/index.php.

On-line library training

Health Sciences Information Literacy Skills Module

Access is available at any time for health sciences specific training in how to use the library and find scholarly material for your study. Information Literacy Health Sciences Intro http://latrobe.libguides.com/health_sci.

General Library Skills Online Tutorials

Tutorials can be accessed at any time for more general training (multidisciplinary) in library searching skills. Library skills online www.lib.latrobe.edu.au/libskills/

Library podcasts

The library also offers a podcast series to help students find information they need for their study. These can be downloaded onto iPod or portable MP3 player, or they can be listened to online. For further information or to subscribe, go to: Library Podcasts http://www.lib.latrobe.edu.au/podcasts/

Further reading

La Trobe University learning website at http://www.latrobe.edu.au/learning Student Learning

Marshall, L.,& Rowland, F. (2006). A guide to learning independently (4th ed.). Sydney: Pearson Education.

Turner, K., Ireland, L., Krenus, B., & Pointon, L. (2008). Reading for academic purposes. In Essential academic skills (pp. 31-58). Sydney, N.S.W.: Oxford University Press.

Wallace, M.J. (2002). Study skills in English. (2nd ed.). Cambridge: Cambridge University Press.