Wondering what the iCanStudy program looks like once you join? Want to know if it’s right for you? Join our next free demo webinar to take control of your learning https://bit.ly/49Zz8Is Take my free quiz to find your learner type and identify how your brain learns best. You'll get a PDF report based on your learning strengths and weaknesses: https://bit.ly/3TBcqQX -- Justin Sung is an ex-junior doctor who is passionate about creating efficient and meaningful change. He believes that a culture of spoon-feeding and tutoring is a societal issue and that most people are not making good career decisions - especially around medicine. He has worked with thousands of students for over 10 years, teaching them to manage their studies and time more efficiently using evidence-based and rigorously field-tested techniques. -- Medical Podcast, SubCut: https://bit.ly/SubCutPodcast Instagram: https://bit.ly/drjustinsung LinkedIn: https://bit.ly/JustinonLinkedIn Twitter: https://bit.ly/JustinSungTwitter -- References: Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association: JMLA, 103(3), 152. Biggs, J. B., & Collis, K. F. (2014). Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome). Academic Press. Borkowski, J. G., Nicholson, J., & Turner, L. A. (2004). Executive Functioning: Toward a Research Agenda on Higher-Level Cognitive Skills. Journal of Cognitive Education and Psychology, 4(2), 188-198. Conklin, J. (2005). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives complete edition. Corney, M., Lister, R., & Teague, D. (2011). Early relational reasoning and the novice programmer: swapping as the'hello world'of relational reasoning. In Proceedings of the Thirteenth Australiasian Computing Education Conference (pp. 95-104). Australian Computer Society. Crysmann, B., Frank, A., Kiefer, B., Müller, S., Neumann, G., Piskorski, J., & Krieger, H. U. (2002, July). An integrated archictecture for shallow and deep processing. In Proceedings of the 40th Annual Meeting of the Association for Computational Linguistics (pp. 441-448). DeLeeuw, K. E., & Mayer, R. E. (2008). A comparison of three measures of cognitive load: Evidence for separable measures of intrinsic, extraneous, and germane load. Journal of educational psychology, 100(1), 223. Hasler, B. S., Kersten, B., & Sweller, J. (2007). Learner control, cognitive load and instructional animation. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 21(6), 713-729. Paas, F., Tuovinen, J. E., Tabbers, H., & Van Gerven, P. W. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational psychologist, 38(1), 63-71. Paas, F., & Van Gog, T. (2006). Optimising worked example instruction: Different ways to increase germane cognitive load. Learning and instruction, 16(2), 87-91. Phan, H. P. (2011). Deep processing strategies and critical thinking: Developmental trajectories using latent growth analyses. The Journal of Educational Research, 104(4), 283-294. Phan, H. P. (2009). Exploring students’ reflective thinking practice, deep processing strategies, effort, and achievement goal orientations. Educational Psychology, 29(3), 297-313. Phan, H. P. (2009). Relations between goals, self‐efficacy, critical thinking and deep processing strategies: a path analysis. Educational Psychology, 29(7), 777-799. Phan, H. P. (2014). Self-efficacy, reflection, and achievement: A short-term longitudinal examination. The Journal of Educational Research, 107(2), 90-102. Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information. Learning and instruction, 12(1), 61-86. Schnotz, W., & Kürschner, C. (2007). A reconsideration of cognitive load theory. Educational psychology review, 19(4), 469-508. Starr, C. W., Manaris, B., & Stalvey, R. H. (2008). Bloom's taxonomy revisited: specifying assessable learning objectives in computer science. ACM SIGCSE Bulletin, 40(1), 261-265. Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive science, 12(2), 257-285. Sweller, J. (2011). Cognitive load theory. In Psychology of learning and motivation (Vol. 55, pp. 37-76). Academic Press. Sweller, J. (2010). Cognitive load theory: Recent theoretical advances. Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational psychology review, 22(2), 123-138. Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational psychology review, 10(3), 251-296. Van Merrienboer, J. J., Schuurman, J. G., De Croock, M. B. M., & Paas, F. G. W. C. (2002). Redirecting learners' attention during training: Effects on cognitive load, transfer test performance and training efficiency. Learning and instruction, 12(1), 11-37.