Allied Health Faculty Publications

Digital Note-Taking: Discussion of Evidence and Best Practices

Document Type

Article

Publication Date

3-2016

Journal Title

Journal of Physician Assistant Education

ISSN

1941-9430

Volume

27

Issue

1

First Page

47

Last Page

50

DOI

10.1097/JPA.0000000000000054

PubMed ID

26894953

Abstract

Balancing active course engagement and comprehension with producing quality lecture notes is challenging. Although evidence suggests that handwritten note-taking may improve comprehension and learning outcomes, many students still self-report a preference for digital note-taking and a belief that it is beneficial. Future research is warranted to determine the effects on performance of digitally writing notes. Independent of the methods or software chosen, best practices should be provided to students with information to help them consciously make an educated decision based on the evidence and their personal preference. Optimal note-taking requires self-discipline, focused attention, sufficient working memory, thoughtful rewording, and decreased distractions. Familiarity with the tools and mediums they choose will help students maximize working memory, produce better notes, and aid in their retention of material presented.

Keywords

Learning, note-taking, digital, self-discipline, working memory

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