Cognitive Load Just KILLED Active Recall (How I Used ENCODING At Medical School)

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So if you search YouTube for evidence-based study techniques you'll be presented with loads and loads of videos on #activerecall and #spacedrepetition from students and experts and it makes it seem as though these are the only learning techniques that you need and if you use them you'll definitely ace your exams or learn effectively.
The problem is that the sheer volume of videos and opinions means it can be super confusing to actually know how to apply these learning techniques to your own studies and to actually understand when to use them.

I dive into why #encoding and cognitive load theory (CLT) are as important if not more important to efficient learning than active recall and spacing and how you can apply these less-hyped learning theories to study smarter, not harder, get better grades and make learning stick.

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// CHAPTERS
0:00 - Intro
1:44 - A Quick Story About Learning
3:40 - What Is Learning?
4:47 - How We Learn
8:29 - Cognitive Load Theory (CLT)
11:24 - Intrinsic Cognitive Load
13:19 - Extraneous Cognitive Load
16:01 - Germane Cognitive Load
17:16 - Optimizing CLT and Encoding
18:00 - Tip 1
18:49 - Tip 2
19:31 - Tip 3
21:17 - Tip 4
21:58 - Tip 5
23:22 - BONUS Tip

//WHO I AM
👨‍⚕️ Alex Young
Hey I'm Alex, I'm a surgeon and the founder and CEO of Virti and am obsessed with human performance, learning and productivity. I also write for Entrepreneur and Forbes and invest in early stage companies with a focus on education technology and health technology sectors.
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// SOURCES
Wenger, S.K., Thompson, P. and Bartling, C.A. (1980). Recall facilitates subsequent recognition. Journal of Experimental Psychology: Human Learning and Memory, 6 (2), p.135-144.
Sweller, J. (1988). Cognitive Load during Problem Solving: Effects on Learning. Cognitive Science, 12, p.257-285.
Chandler, P. and Sweller, J. (1991). Cognitive Load Theory and the Format of Instruction. Cognition and Instruction, 8 (4), p. 293-332.
Chandler, P. and Sweller, J. (1992). The split-attention effect as a factor in the design of instruction. British Journal of Educational Psychology, 62 (2), p.233–246.
Clark, R.C., Nguyen, F. and Sweller, J. (2006). Efficiency in learning: evidence-based guidelines to manage cognitive load. San Francisco: Pfeiffer.

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