Those who teach in the health disciplines expect their students to retain and apply every iota of learned material. However, many students come to us having achieved academic success by memorizing the content, regurgitating that information onto an exam, and promptly forgetting a good portion of it. In health, as well as other disciplines where new material builds upon the material from the previous semesters, it is critical for students to retain what they learn throughout their coursework and as they begin their careers as a nurse, engineer, elementary teacher, etc.
Chemistry professor Steven M. Wright has written a one-page essay about his niece, Julia, learning how to downhill ski. She was ready for her first ride on the chairlift and Wright was helping her. He’s a professor so he covered the topic in a well-organized, easy-to-understand way. It was a short, five minute lecture that ended with a repeat of the main point, “keep your ski tips up when you get on the lift.”
There’s a definitional “looseness” about many of the terms commonly used in higher education. I know, I’ve written about this in previous blogs, but when terms are bandied about assuming everybody defines them similarly, that’s a recipe for misunderstanding. Equally important, we can be using terms without having done the intellectual homework necessary to precisely understand their referents.