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  • Some students love school, but the majority despise it.

  • If you could wave a magic wand, wouldn't you choose to enjoy school?

  • I'll show you how to do exactly that.

  • Dr. Jubbal, MedSchoolInsiders.com.

  • In life, we usually have a binary system of describing activities: work or pleasure, study

  • or fun, as if they were mutually exclusive.

  • We implicitly describe studying or working as inherently not pleasurable and not fun.

  • Chances are, you're nodding your head in agreement right now.

  • But it doesn't have to be that way.

  • Surely, there are some things that you find great pleasure in, that other people don't

  • seem to understand.

  • Maybe you love running, which most people despise.

  • Or perhaps you actually enjoy math, even when others cryblasphemy!”

  • This raises two questions: 1) why do some people enjoy activities that most deem unenjoyable,

  • and 2) how can we create a reproducible and repeatable system to get students to enjoy

  • school?

  • I was inspired to create this video after watchingHow to Enjoy Schoolby John

  • Fish.

  • He suggests flow states as the path through which students should find enjoyment in school.

  • I think there's some truth there, and it's definitely a good video, but I think it's

  • an incomplete picture.

  • Being in flow is a magical thing.

  • You're completely absorbed in what you are doing, and you lose your sense of space and

  • time.

  • It's a very positive experience, but I feel it's often overused in our vernacular.

  • People often describe being in flow when, in reality, they're just watering down the

  • word.

  • With school work, I have felt it occasionally while doing chemistry or physics practice

  • problems, or while taking tests, but flow in schoolwork is not a common occurrence,

  • and I'd argue that striving to make it a common occurrence isn't a worthwhile pursuit.

  • Activities where I have experienced flow at much higher frequencies include racing my

  • car and doing plastic surgery in the operating room.

  • These two activities are much more readily applicable to the five elements that facilitate

  • flow:

  • Clearly Defined Goals

  • Measuring Progress & Immediate Feedback

  • Full Concentration

  • Challenge & Skill Development Balance

  • And Control

  • Let's break these down one by one.

  • One of the beautiful things in surgery is that you have a clearly defined goal before

  • you ever enter the operating room.

  • As a surgeon, you know what the diagnosis is, what procedure you'll be doing, and

  • the ideal anticipated outcome.

  • As a race car driver, you're either trying to shave seconds off your lap times during

  • practice, or beat other racers on the track.

  • With school, it's more nebulous.

  • Is your goal to learn the information, or to get a good grade in the class?

  • Measuring progress in the operating room occurs in a stepwise manner.

  • As your skills progress, error rate decreases, and consistency improves, you're allowed

  • to do more.

  • First you retract during cases as a medical student, then you're allowed to tie knots,

  • then you suture and do closures, and then you're able to open, meaning do the first

  • incision, etc.

  • On the race track, you can similarly measure your progress with segment times and see if

  • your skills are trending in the right direction.

  • In both instances, progress is easily measured and feedback is immediate.

  • With school, you may spend weeks studying for a large test or the MCAT, but the feedback,

  • meaning your score, is delayed by days to weeks at minimum.

  • Part of the excitement of both operating and racing a car is that both demand your full

  • attention.

  • Failure to do so would be disastrous for the patient or could result in a dangerous crash

  • on the race track.

  • With school, full concentration isn't as strongly incentivized.

  • How many times has your mind wandered while studying or taking a test?

  • My point exactly.

  • When learning to operate, you're constantly being pushed slightly outside of your comfort

  • zone, in that sweet spot balancing challenge with skill.

  • With racing a car, there is similarly a stepwise progression.

  • In both instances, practicing your skills outside the operating room or off the race

  • track allow you to take on larger challenges the next time you're up to perform.

  • You're able to constantly and progressively increase the stakes to keep you fully engaged.

  • But with school, sometimes classes feel far too easy, and at other times, far too difficult.

  • When operating or racing, you're entirely in control.

  • Proper preparation is rewarded handsomely, but the flip side is that with this level

  • of control, a failure on your part can be disastrous to your patient or to other people

  • on the race track.

  • With school, you have control over objective tests, like math and science.

  • With others, such as history or English, a high level of subjective interpretation comes

  • into play, and you better hope you're on the teacher's good side.

  • Regardless, the stakes aren't nearly as elevated in school, which works against entering

  • a flow state.

  • If flow isn't the answer, are we doomed to be miserable in school?

  • I'd say no.

  • If you currently don't enjoy school but want to, mash that like button.

  • Mashing the like button on this video helps to reduce your stress while simultaneously helping this channel

  • grow.

  • Talk about a win win.

  • We manage what we measure, and as humans we enjoy seeing progress.

  • Have you ever tried losing fat or building muscle?

  • In both instances, regularly measuring your progress, whether with pictures, a scale,

  • or body fat calipers, is a key component of providing feedback and helping you stay motivated.

  • It's much more empowering to see the scale moving in the direction you want.

  • With school, you can measure your progress too.

  • Some jump to the score they received on a test.

  • However, no two tests are the same, and rather than measuring an absolute score, looking

  • at your percentile would be more worthwhile.

  • Let's say you're an average student, scoring around the 50th percentile.

  • After watching Med School Insiders videos and implementing the study strategies I teach,

  • you see your performance improving.

  • On your next quiz or exam, maybe you're hitting the 70th or 80th percentile, and it

  • keeps moving up from there.

  • That sort of progress is incredibly motivating and empowering to almost all the students

  • I tutor.

  • Going back to our earlier example of the runner that loves running or the student that loves

  • math.

  • Have you noticed that in both instances, they're generally good runners or good at math?

  • It's no coincidence.

  • We often enjoy what we're good at.

  • If you think you're doomed because you're not good at school, think again.

  • Being good at school isn't just dependent on factors outside of your control.

  • It's much more dependent on the strategies and tactics that you use.

  • At Med School Insiders, we believe that any student can be exceptional with the right

  • guidance and effort.

  • Don't believe me?

  • Check out my Study Less, Study Smart video, viewed by over 1.3 million students, and peep

  • the comments.

  • I'm confident that if you follow the advice in that video, you'll see immediate and

  • drastic improvements in your own school performance.

  • In today's candy-ass climate where every kid gets a blue ribbon and a trophy for just

  • participating, competition is vilified.

  • But competition is a beautiful thing, and it's incredibly important in helping you

  • achieve your peak potential.

  • The value in competition isn't about the focus of comparing yourself to others, but

  • rather that it drives you to accomplish more than you thought possible.

  • Have you ever tried racing someone on foot?

  • You'll go faster and farther than you thought possible, especially if it's a close race,

  • compared to if you were running on your own.

  • That being said, do not be a gunner and bring people down.

  • The point of competition isn't for you to do better than others, but for you to bring

  • out the best in yourself.

  • Being the stereotypical pre-med gunner and bringing down those around you to make yourself

  • seem better is despicable, never excusable, and does the opposite of bringing out the

  • best in yourself.

  • Take pride in doing things the right way, and never take shortcuts or cut others down

  • in the process.

  • If you find a particular class boring or intolerable, consider this: it's not the subject that's

  • the problem, but your perspective.

  • One of the most powerful ways to motivate a student to become more interested in a subject

  • is making it more applicable to something they care deeply about.

  • If you hate physics, apply physics to something you love.

  • Maybe that's soccer, or racing cars, or airplanes.

  • Guess what, physics is fundamental to how any of those function.

  • If you hate history, extract the historical significance of something relatable to your

  • daily life, like the architecture of buildings you regularly see on campus.

  • Rather than just memorizing the facts, try to understand the perspectives and stories

  • of the historical figures.

  • If you're struggling with biology, understand that the fundamentals are the basic building

  • blocks from which you will build your medical knowledge that will allow you to be a future

  • physician.

  • Ultimately, if you can make school autotelic, you'll be incredibly successful academically.

  • An autotelic activity is one that isn't a means to an end, but rather an end in and

  • of itself.

  • In other words, you enjoy the activity just for the sake of doing the activity.

  • When school becomes autotelic, you'll become a weirdo, just like me.

  • I studied for the MCAT with my two roommates during a summer in college.

  • After taking the test, both lamented how they hated the experience, they were glad it's

  • over, and they never wanted to do that again.

  • I almost felt embarrassed to say that I kind of enjoyed studying for the MCAT.

  • The amount of information we learned in such a short period of time was exhilarating.

  • And it was somewhat, even tangentially, related to my future career as a physician.

  • Here's the kicker: I scored quite well on my MCAT, better than both of my roommates.

  • Was that because I enjoyed the process, or did I enjoy it because I scored well?

  • Possibly a bit of both, but I'd argue those students who enjoy what they're studying

  • are going to outperform those who don't, all else being equal.

  • It's simpleyou try much harder at an activity when you actually enjoy said activity.

  • Once you make school autotelic, you've won the game.

  • At that point, it's a positive feedback loop.

  • Because you enjoy the process of school, you work harder, which makes you better at it,

  • which makes you enjoy it more.

  • And so on and so forth.

  • If you enjoyed this video, you'll love my weekly newsletter.

  • It gets sent out once a week and is super short.

  • In it, I share weekly insights, tools, tips, and resources available only if you sign up

  • via email.

  • I don't publish it anywhere else.

  • When new projects come up, small in-person meetups, special deals, or anything else that

  • is very limited, I share it first with Med School Insiders newsletter subscribers.

  • Check it out at medschoolinsiders.com/newsletter.

  • If you ever change your mind, it's one-click to unsubscribe, and I promise I'll never

  • spam you.

  • What are some strategies you've used to make school more enjoyable?

  • If you don't find school enjoyable, tell me one new strategy you're going to implement

  • to make it more fun.

  • I love hearing from you guys, so let me know with a comment down below.

  • Thank you all so much for watching.

  • Much love to you all, and I will see you guys in that next one.

Some students love school, but the majority despise it.

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    Summer 發佈於 2021 年 01 月 14 日
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