You’re NOT stupid, Your Schedules Are. | The Anti-Study Plan Method
TLDRIn this video, medical student Fay discusses the pitfalls of rigid study plans, comparing them to a snail's shell, and advocates for a more flexible, 'worm-like' approach to studying. She shares her personal experiences with the stress and guilt associated with unyielding schedules and the importance of prioritizing quality over quantity in study sessions. Fay outlines her alternative method of setting daily goals, using half-hour slots for planning, and the benefits of task batching for efficiency. She emphasizes the value of small rewards and maintaining motivation throughout the study process.
Takeaways
- 📚 Fay, a final year medical student in the UK, shares her experiences and insights on study plans and their potential pitfalls.
- 🔄 Fay initially made rigid study plans after failing her A-levels, but found them to be unhelpful and even harmful to her learning process.
- 🐌 Fay compares the rigidity of study plans to a snail with a shell, suggesting they are slow and inflexible compared to the fluidity of studying.
- 🕰 Study plans often fail to account for the varying time needed for different topics, which can lead to frustration and inefficiency.
- 🌟 Study plans can overlook high-yield topics that are more likely to appear on exams, focusing instead on breadth rather than depth.
- 💔 The rigidity of study plans can lead to feelings of guilt and stress when they are not followed, especially during times of burnout or illness.
- 🎨 Fay criticizes the time spent creating color-coded study plans, which often go unfollowed and contribute to a sense of failure.
- 🔢 Fay emphasizes the importance of quality over quantity in studying, suggesting that focused, efficient study sessions are more beneficial than long, unproductive ones.
- 🎯 Fay recommends setting goals and identifying weaknesses at the start of an exam season, rather than creating a detailed study plan.
- ✍️ Fay outlines her daily routine of planning in half-hour slots, adjusting based on the previous day's performance and current energy levels.
- 🔄 She advocates for 'batching tasks' to improve efficiency and reduce the mental cost of switching between different types of tasks.
- 💡 Fay finds satisfaction in the small rituals of planning and checking off her daily schedule, which provides motivation and a sense of accomplishment.
Q & A
Why did the speaker stop making a study plan after failing their A levels?
-The speaker stopped making a study plan after failing their A levels because they felt they needed to change their approach and eventually found that making a study plan every day was more effective for them.
What is the speaker's opinion on the rigidity of study plans?
-The speaker dislikes the rigidity of study plans, comparing them to a snail with a shell, and prefers a more flexible approach to studying, likening it to a worm that is slippery and adaptable.
Why does the speaker believe that study plans can be harmful to grades?
-The speaker believes study plans can be harmful because they often neglect the varying lengths of time needed for different topics, fail to prioritize high-yield topics, and do not account for the student's feelings or physical state on a given day.
What is the 'Brussels sprouts or Lindor' analogy used by the speaker to illustrate a point about study plans?
-The 'Brussels sprouts or Lindor' analogy is used to emphasize the importance of quality over quantity in studying. The speaker suggests that doing a large number of practice questions without focus can be less beneficial than fewer, well-considered questions.
What alternative method does the speaker use instead of a rigid study plan?
-Instead of a rigid study plan, the speaker sets goals at the beginning of the exam season, identifies weaknesses, and creates a daily schedule in half-hour slots, adjusting it based on the day's progress and feelings.
How does the speaker feel about the time spent creating color-coded study plans?
-The speaker feels that the time spent creating color-coded study plans is often wasted, as they rarely stick to them and it leads to feelings of guilt and failure.
What is the term 'batching tasks' as mentioned by the speaker?
-Batching tasks refers to grouping similar tasks together to improve efficiency and reduce the mental energy used when switching between different types of tasks.
Why does the speaker advocate for checking off completed tasks with a red pen?
-The speaker advocates for checking off completed tasks with a red pen as it provides a quick dopamine kick and a sense of accomplishment, which can motivate them to continue studying.
What is the speaker's view on the balance between quantity and quality in studying?
-The speaker believes that quality is more important than quantity in studying. They argue that several hours of focused, quality studying are more beneficial than forcing oneself to study for longer periods without focus.
How does the speaker suggest incorporating flexibility into their study routine?
-The speaker suggests incorporating flexibility by planning out their day in half-hour slots each morning and adjusting the plan as needed based on their progress and how they feel throughout the day.
What is the speaker's final advice for students regarding study plans and motivation?
-The speaker advises students to focus on quality over quantity, to be flexible with their study plans, and to incorporate moments of joy and satisfaction, such as checking off tasks, to maintain motivation and avoid burnout.
Outlines
📚 The Pitfalls of Rigid Study Plans
Fay, a final year medical student in the UK, shares her experience with study plans and argues against their rigidity. She compares the inflexibility of a study plan to a snail with a shell, slow and unyielding, versus the adaptability of a worm. Fay explains that a study plan's fixed schedule often fails to account for varying topic complexities and individual learning paces. She emphasizes the importance of focusing on high-yield topics and the need to adapt to one's daily feelings and energy levels, which a rigid plan can't accommodate. Fay also discusses the guilt associated with not sticking to a plan and the time wasted in creating detailed, color-coded schedules that are rarely followed through.
🍫 Quality Over Quantity in Studying
Continuing her discussion on study plans, Fay uses the analogy of choosing between Brussels sprouts and Lindor chocolates to illustrate the preference for quality over quantity in studying. She admits to falling into the trap of focusing on the number of practice questions completed rather than the depth of understanding gained. Fay believes that several hours of focused, quality studying are more beneficial than long, grueling sessions driven by quotas. She shares her alternative approach to studying, which includes setting goals and weaknesses at the start of an exam season and then planning daily in half-hour slots based on the previous day's performance and current energy levels. Fay advocates for task batching to improve efficiency and reduce the mental cost of switching between tasks.
🖊️ The Ritual of Daily Planning and the Joy of Completion
Fay concludes her video script by emphasizing the importance of daily rituals in maintaining a study routine. She describes her morning ritual of writing out a daily schedule, which includes reviewing goals, weaknesses, and areas for improvement. Fay finds satisfaction in checking off completed tasks, which provides a motivational boost. She suggests that incorporating moments of joy and encouragement, such as rewarding oneself for a job well done, can prevent burnout and maintain a sustainable study pace. Fay invites viewers to share their thoughts and join the community, hoping they find the video helpful and look forward to their next encounter.
Mindmap
Keywords
💡Study Plan
💡Medical School
💡Exams
💡Rigidity
💡High-Yield Topics
💡Burnout
💡Quality Over Quantity
💡Daily Schedule
💡Batching Tasks
💡Dopamine Kick
💡Flexibility
Highlights
The speaker emphasizes the importance of a flexible study plan after failing to get into medical school initially and the subsequent success after creating a daily study plan.
A study plan can be harmful to grades due to its rigidity, which doesn't accommodate varying time needs for different topics.
The analogy of a snail with a shell versus a worm highlights the inflexibility of rigid study plans compared to the adaptability needed in studying.
Study plans often neglect high-yield topics that are more likely to appear in exams, focusing instead on less important niche topics.
The speaker discusses the importance of considering personal feelings and energy levels on study days, which rigid study plans often overlook.
Guilt associated with not sticking to a study plan can lead to burnout and decreased productivity.
Creating a color-coded study plan can consume valuable time that could be spent on actual studying.
The speaker admits to not sticking to their study plans, which led to feelings of failure and procrastination.
The Brussels sprouts versus Lindor analogy is used to illustrate the preference for quality over quantity in studying.
The speaker advocates for focusing on quality study sessions rather than long hours of less effective studying.
Instead of a study plan, the speaker suggests setting goals, identifying weaknesses, and planning daily schedules based on the previous day's performance.
Daily rituals, such as writing 'You got this' and planning in half-hour slots, can provide motivation and structure without the rigidity of a study plan.
The speaker recommends batching tasks to improve efficiency and reduce the mental cost of task-switching.
Checking off completed tasks provides a dopamine kick and a sense of accomplishment, which can boost motivation.
The importance of self-encouragement and the avoidance of self-punishment in maintaining long-term study motivation is discussed.
The speaker shares personal experiences of burnout due to excessive pressure and the importance of avoiding this in long-term study plans.
The video concludes with an encouragement to find joy and satisfaction in studying, rather than focusing solely on the pressure of exams.
Transcripts
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