Study Skills Resources at the David Geffen School of Medicine
Effective study skills involve awareness of how to learn, knowing how to retain, organize, integrate, and apply information, problem-solving, and successfully balancing life in the process. Recognizing that everyone needs support to be successful in medical school, various resources are free and available to all current UCLA medical students. Through informal counseling sessions, the Student Affairs Office helps students to identify potential causes of stresses, difficulties, and sub-optimal performance.
The David Geffen School of Medicine at UCLA offers individual and group support through our learning skills professionals.
UCLA DGSOM Director of Student Academic Support: Sue Nahm - firstname.lastname@example.org - (310) 206-3828 Drew Students, additional contact: Kay Lynn Ceja - email@example.com
Academic Concerns and Support USMLE Board Prep Workshops At-Risk Student Advising Learning Style Evaluations Tutor Program Learning and Study Skills Strategies Time Management Organizational Strategies Learning Disorder Evaluations
Anxiety & Stress Management Concentration Strategies Learning Strategies Memory Strategies Note Taking Skills Procrastination Solutions Reading Strategies Study Grids Test Taking Strategies Time Management Tutoring Program
USMLE General Information Step 1 Podcast Review Study Resources Step 1 Study Schedules Step 2 Study Schedules
Use the assets below to get you started in this category. Feel free to contact the Student Affairs office for more information on any of the services offered in the Learning Skills Office.
Coping With Stress Dealing Successfully with Conflict How to Keep Calm During Tests Stress Test Tips for Managing Stress
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Attention Disorder FAQs Concentration & Your Body Distractions Develop Better Concentration While Studying
Levels of Learning Blooms, Taxonomy in Action Review Strategies Study Skills
Memory Strategies Mnemonics Principles of Memory
Note Taking Streamlining Your Notes
Design Your Own Anti-Procrastination Plan Overcoming Procrastination Procrastination
Guidelines for Increasing Effective Speed Reading Reading Strategies Textbook Study Strategy The SQ3R Reading System
Anatomy Biochemistry Blank Bugname Disease System Category 1 Map Drugs Mhd Pharm Chart 2 Structure Function
Objective Tests Tips for Test Taking Top 10 Pointers for Final Exams Study Guides and Strategies
Effective Time Management Mind Tools: Time Management
The Learning Skills Office, in collaboration with the basic science course directors, sponsors a supplemental, peer tutorial program primarily for the benefit of medical students experiencing academic difficulty in their coursework. Other students may participate under special circumstances, e.g., illness, death in family, etc. The program's main goals are:
1. To enhance student learning 2. To facilitate student adaptation to challenging coursework 3. To promote retention-to-graduation
Participation is free-of-charge to the student. The amount of tutoring provided is based upon individual differences and may vary from short-term assistance in one subject to long-term assistance across numerous subjects. The tutors are advanced medical students, with an interest in helping fellow students, who have also demonstrated a high level of competency in the course(s) to be tutored.
Tutoring is provided in two forms: individual tutoring sessions and informal, small-group sessions. Individual sessions are conducted once to twice weekly with a tutor who is selected to work with a specific student on relevant course work. Small-group tutorials are open only to students-at-risk who have been invited to attend. Typically, formal small-group tutorials begin immediately following the posting of grades from the first exam in most basic science courses. In some circumstances however, e.g., when a student is required to repeat a school year, tutoring may commence as soon as a course begins.
While participation is voluntary, participating students are expected to:
a) Assume responsibility for initiating contact with their assigned tutor(s) b) Attend class, i.e., not use tutoring as substitute for going to class c) Not use tutoring as substitute for consulting with course faculty
Schedule 1 Schedule 2 Schedule 3 Schedule 4 Schedule 5 Schedule 6 Schedule 7