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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
Recommended Citation
Grahame, Jason A., "Digital Note-Taking: Discussion of Evidence and Best Practices" (2016). Allied Health Faculty Publications. 101.
https://digitalcommons.cedarville.edu/kinesiology_and_allied_health_publications/101