Experts and Sharing

“Aren’t you guys going to be doctors? Why don’t you know [intricate mechanisms of a specific drug] yet?”  This is a direct quote from a science professor who most likely meant well but was met with 200 blank stares as a response.  The truth is that most pre-med students enter college with zero knowledge of medicine and a limited knowledge of the building block science courses required for medical school entry.  Science courses like organic chemistry are often compared to learning a new language, and then solving problems in that language.  In my experience, I have been taught by renowned researchers who are breaking scientific boundaries in their respective fields but more times than not, that expertise does not translate to a smooth learning experience.

This does not entirely fall on the professors.  In many instances, the structure of the classes is not conducive to a beneficial learning environment.  Students are expected to pay attention and retain vasts amount of unfamiliar information over stretches of hours without breaks. Between standard directed attention fatigue and the additional stress of lacking a cognitive map for new subjects, this structure does not easily lead to retention of new information. A way to combat this issue would be to have shorter classes more times a week.  This way, professors could chunk the information to generate better understanding.  Professors should also aim to incorporate real world experiences into their teaching as much as possible.  I can recall specific lectures in which course concepts were applied to a cool facet of everyday life, like the nifty demonstrations in my physics classes.

Study groups are another helpful method to engage with difficult sciences.  While experts may have a difficult time breaking down intense concepts,  undergraduate students who have recently taken and understood the subjects have a more unique and relatable way of teaching information.  Student led study groups offer a collaborative environment where concepts can be broken down and explained in more depth than is offered in a lecture.