Student Perspectives: top tips for studying at university

Posted on by tim.worth

As we settle down into the new academic year our Student Advocates give their top tips for studying at university. For more study skills support from our advocates come and talk to them at our drop-ins at the Study Skills Hub in Senate House.

Upgrade to University

Photo of Emma, a contributor to this blog post
Emma Lau

The most significant difference I noticed between school and university is the increased autonomy in how we study. Unlike in school, we have access to options like Re/Play and Livestream, which allow for more flexible learning. This independence necessitates stronger time management skills, as the responsibility for our learning falls more heavily on us.

– Emma Lau, Veterinary Science, Year 5.

Perhaps the biggest difference in comparing university to A-levels is having much more freedom – both time-wise and content-wise – and this can be both exciting and daunting. In my experience the Arts and Humanities courses give a lot of information on broad topics within your subject, and you can choose to investigate things more or less depending on how interesting you find them. One of my top tips would be to check well in advance when your assessments are and how you are being examined, because at university it is up to you to structure your learning around your own interests and what you think will help you excel in your assessments.

– Rachel Shortall, English and Philosophy, Year 2.

At the start of each unit or topic you’ll be given Intended Learning Outcomes (ILOs). These tell you what you’re expected to learn. I found it helpful to revisit them when reviewing for exams or assignments. If you can tick off the ILOs, you’re on the right track. Each unit at university can also have a different approach to learning, as each one will have different learning outcomes. Some may provide asynchronous videos for you to watch before attending lectures, while others might require you to complete problem sheets in advance. Stay flexible, and adjust your study habits accordingly.

– Yifan Qiao, Aerospace Engineering, Year 4

For more help on transitioning to studying at university level see our Upgrade to University online resource.

Managing your time

Photo of Eliana, a contributor to this blog post
Eliana Garcia Bustos

During my first year, I used Trello to create a structured weekly schedule that helped me to prioritize tasks by focusing on what was most important and urgent, set reminders for upcoming deadlines, and create detailed to-do lists to track my progress. I color-coded tasks based on their urgency and subject, making it easy to see what needed immediate attention. Aditionally, I applied the Pomodoro Technique, where I studied for a set amount of time followed by a short break.

– Eliana Garcia, Mechanical and electrical Engineering, Year 3

Keep track of deadlines and obligations with a to-do list! Whether you prefer a physical list or an app like Things 3 (my personal favourite), writing things down is key. As soon as you become aware of a deadline or other task coming up, jot it down into your to-do list. Then, once you have a moment, make a plan for when and how you’re going to tackle it. If you make this a habit you will be sure to stay on top of all of your deadlines.

– Josh Perry, Physics, Year 4

A photo of Maansi, a contributor to this blog post
Maansi Gupta

Break tasks into smaller goals and set deadlines. I used to procrastinate when faced with long essays because I felt like I had to sit down and write the whole thing in one go, which seemed impossible. So I started breaking it down into daily goals that fit into my routine. On day one, I might spend 30 minutes gathering sources and skimming them for useful quotes. The next day, I’d dedicate an hour to outlining the essay and drafting a plan. By day three, I’d aim to write just 300–500 words at a time. Taking it step by step not only made the process feel less overwhelming but also gave me the satisfaction of ticking off smaller accomplishments throughout the week.

– Maansi Gupta, Economics, Year 3

For more tips on managing your time check out our Time Management online resource.

Taking notes

A photo of Dylan Webster-Deakin, a contributor to this blog post
Dylan Webster-Deakin

Particularly in first year note taking can be very much a ‘trial and error’ process. You may take too many or too few, or note down something you believe to be super important which then turns out to be useless, so my first tip is: don’t worry if you get it wrong. Like with a lot of things at uni, with time you’ll figure out what works for you.

My second tip is to always think ‘how am I being assessed in this module? What will the essay or exam be on?’ and then identify what information is necessary for this assessment.

– Dylan Webster-Deakin, French and Italian, Year 4

I would suggest using first year to try out different methods of note-taking and studying to find a good routine that works for you. As most students like to take notes and study digitally, there are numerous apps and sites that are available to try. Examples that I often hear about or have used include Goodnotes, Notion, Anki and OneNote. The best way to find what works for you is to try them out, and if it isn’t working don’t be afraid to change it up and try another, or use a combination of methods.

– Ana Maria FB, Veterinary Science (BVSc1)

a photograph of Shraddha, a contributor to the blog post
Shraddha Sriraman

OneNote has been amazing to have different tabs for each module – it’s done wonders for my organisation! I’d also say having a Notes section on your phone with a ‘plan of the day’ makes it much easier to structure your time. For those with closed-book exams, active recall is your best friend! Lots of people use flashcard apps, e.g. Quizlet or Anki to continually review high-yield content from previous lectures and keep that information fresh in your mind.

– Shraddha Sriraman, Medicine, Year 4

Personally, I found both OneNote and Notion useful for digital note taking. However, different people may prefer different applications. Therefore, I recommend considering the following factors when picking your note taking tool:

  1. Compatibility: Ensure the tool integrates well with the university’s systems (e.g., syncs with Outlook).
  1. User Interface: Choose a tool with a layout and design that appeals to you and is easy to navigate.
  1. Features: Look for features that match your needs, such as task prioritization, reminders, or progress tracking.
  1. Accessibility: Consider whether you need access across multiple devices (computer, phone, tablet).
  1. Learning Curve: Evaluate how much time you’re willing to invest in learning a new system.

– Emma Lau, Veterinary Science, Year 5

For more support with note-taking check out our Making and Using Notes online resource.

Other study skills top tips

Study with a buddy! Having a study buddy not only makes learning more fun, but it can also be helpful for group assessments, which are more common in uni. Collaborating with others can deepen your understanding and give you new perspectives on the material.

– Yifan Qiao, Aerospace Engineering, Year 4

Create a structured system, such as a mind map, to understand the interconnectedness of your units. Branch out core concepts and methods for each unit and identify the overlaps with other units. Use the map as a study tool – always ask how new concepts relate to others, link the theory and the data, and see the big picture.

– Dana Gutu, Economics, Year 3

Take a good rest when you are tired and don’t feel guilty; I have experiences staying up late until 2am or 3am, and that makes me work less effectively in the long run. When you feel really tired it is important to go to sleep and tell yourself “tomorrow is another day”. It’s easier for you to follow your plan and manage your time effectively when you feel energetic.

– Jiamiao Chen, Department of English, Year 4

A photograph of Ryan Lam, a contributor to this blog post
Ryan Lam

Think about your lifestyle. What are you eating? When do you exercise? How much do you sleep? While this might not be related to studying at first glance, I often find a day not as productive as usual only because I stayed up too late the day before.

Being mindful of your lifestyle could be helpful when you feel like you are struggling with studying. Hitting the gym might tire you out immediately after, but you might find yourself more energetic to start work the next day! So in general, I would encourage others to keep up with your life as well as your studies.

– Ryan Lam, Mathematics, PhD

For more study skills support visit our website to access online resources, drop-in sessions, one-to-one tutorials and workshops.

 

Your guide to tackling Clinical Years: Things I wish I’d known

Posted on by tim.worth

In this post Student Advocate Shraddha Sriraman (Medicine) reflects on her experience of clinical years, and offers 10 top tips for making the most of the opportunities available.Shraddha, the author of the blog post

1. Know what’s expected of you

Check your portfolio requirements and try and plan exactly how you’re going to achieve these goals, e.g. getting 2 histories a week to keep you on track to meet your targets. Planning this out in my first week helped me figure out exactly what needed to be done.  

2. You’re not expected to know everything

Coming to placement can feel a little daunting, especially after a couple of years of lectures. It can be tricky to put the content from Year 1 and 2 into real-life, but you’ll definitely get used to it in time! Everyone’s first couple of histories can be a bit rusty (I look back on mine and laugh at the quality). The goal is to show progress in your clinical skills throughout the year and in time you’ll gradually become more confident in your aptitude.  

3. Use Online Resources

Online resources can be incredibly valuable when there’s no more structured lectures to support your learning. For medics Passmedicine and Quesmed are valuable resources to emulate the exam situation, with tens of thousands of multiple-choice questions and mock tests.  

4. Practice OSCEs

Practice, practice, practice! I was incredibly nervous with my OSCE skills at first, but roleplaying uncomfortable scenarios with you friends or family is honestly the best way to practice your skills. I worked in a group of 3, with one as the examiner, patient and student, and found this worked pretty well. Make sure that the examiner is as strict as possible, as that’s the best way to learn what the mark schemes are looking for. For the medics: Geeky Medics have several free OSCE checklists for a range of stations which were quite helpful!  

There’s no better experience than talking to patients on real wards, so definitely make the use of it when you can.

5. The majority of patients enjoy talking to you

When I started, I was quite nervous about chatting to patients. After I got into the groove of it, a lot of the patients really enjoyed having a chance to talk to someone. You often have more time to spend with patients than other staff have, so it’s also really useful to the doctors when you present – you might’ve found something they’d missed!  

6. Always have a pen on you

Or even 2 pens. You may find that some get (inadvertantly) taken by doctors if left lying about!

7. Practice the entire examination as often as you can on wards

Getting used to rehearsing it makes it stick much better in time for OSCEs. Patients are great to practice on so you can get used to giving them instructions and explaining what you’re doing as you go.  

8. Get feedback on your histories and exams

I found this really constructive. Practicing at bedside is helpful to get feedback from clinicians on your technique.

9. Share your goals with the doctor

Let the doctor you’re with know what you want to get out of the day at the beginning – they’re more likely to be helpful! For instance, if you need to get 2 clerkings done, a drug chart and a mini-CEX, letting a doctor know makes them much more likely to give you patients to clerk and help you get the most out of your time on placement.  

 10. If you’re not sure what to do… ask the doctor ‘How can I help?’  

In these situations be proactive and show your willingness to assist rather than waiting around with nothing to do.

Do you have any more tips for clinical years, or have questions to ask about the experience? Share them in the comments below.

Study Skills: September 2024 Update

Posted on by tim.worth

Welcome to the new academic year at the University of Bristol! We extend our warmest wishes to all students, both new and returning. In this update you can learn about the Study Skills service and how to access our support. If you have any questions, please email study-skills@bristol.ac.uk

What is Study Skills?

The Study Skills team are here to support you with the core skills that underpin studying at university. We can help you with time management and learning independently, with academic writing and essay planning, research projects and dissertations, and a whole lot more. Visit our website or watch the short video below to learn more.

Talk to a Study Skills tutor or Student Advocate

Drop in to see us at the Study Skills Hub on Floor 2 in Senate House – no booking required! We’re open 11am-3pm on weekdays from Welcome Week onwards. Visit our drop-ins information page for the latest timetable. Drop-ins are run by our team of Student Advocates.

For more in-depth support you can book an online or in-person tutorial with a Study Skills tutor. Book a tutorial.

If you have a quick question about study skills you can also post it anonymously to our ‘Ask a question’ Padlet and our team will be very happy to answer it for you.

Discover your Study Skills Mascot

Take our quiz on your study habits to reveal which animal is your personal Study Skills mascot. Will you be the critically-minded owl, the team-working lion, or perhaps the ever-communicative cuttlefish? Once you’ve completed the quiz visit the Study Skills Hub in Senate House to pick up a free bookmark featuring your new Study Skills mascot.

Online resources

Our Study Skills page has a huge range of useful interactive resources covering many different topics. These ones may be particularly helpful to help you make the best possible start to the new academic year:

Find all the online resources here.

Coming soon: workshops

Our small-group workshops cover a huge range of topics, from managing your time to critical writing and using AI during your studies. Our program for workshops for September and October will be finalized and available to book into soon. Keep an eye on our workshops page to view the latest plans.

Any questions? Email us at study-skills@bristol.ac.uk

Visit our website: bristol.ac.uk/studyskills

 

Student perspectives: 5 last minute revision top tips from a health sciences student

Posted on by tim.worth

Photo of Emma, the author of this blog post

Student Advocate Emma Lau (Veterinary Sciences) shares some tips and techniques for preparing for upcoming assessments.

With summer exams approaching, we inevitably start gearing up in preparation for our intense revision in the upcoming revision week! Here I want to share the top 5 tips I have from studying for university exams in the past four years. 

A bit about myself: I am a fourth-year student studying veterinary science. As many of you may know, it is quite a content-heavy subject. The following tips may not be as applicable to some of you doing a more applicable subject, such as Mathematics and computer science, or those doing essay subjects, such as History and Psychology. However, I believe there are some transferable skills for revising for exams. 

1. Stay flexible to prevent procrastination

This is one of the transferable revision skills regardless of the subject you do. It may sound simple, but if a topic is tedious or not your interest or focus, we may want to procrastinate.   

Question: How can I prevent procrastination?  

Some people plan their revision schedule a few weeks prior to revision week or even a month before their exam date. I have tried that in previous years. Unfortunately, this method did not work as well for me. My tip will be to stay flexible on the topics to revise. Setting a goal to go through a set number of topics instead of a defined topic works better for me. Mixing around different topics will keep our motivation, maximising our revision efficiency. 

2. Use modified Cornell note-taking method  

As you may have heard, the Cornell note taking method is known to be an effective way of note taking. I modified this method when I revisited my initial notes to create a summary revision table. 

First, I put the relevant Intended Learning Outcome (ILO) on the top of the page. I  then organise my notes into two columns – one with questions/ hints and another column with answers. For content that can be organised into a table, I also put a table underneath the ILO.

Here’s an example of my own adapted Cornell-style notes

3. Mind mapping  

Mind maps are a great way to perform active recall of taught materials! There are several different applications that I have tried and found useful. Click on each one to view an example of how I use them in practice:

  1. Obsidian
  2. Mindmup
  3. Miro
  4. Padlet

They all have different pros and cons, so have a look at some of my examples to see which app you prefer. If you are looking for collaboration with your friends, only Miro and Padlet will have the function. 

4. Use AI for summarisation and incorporate the “Read Aloud” function

Seeing the long list of ILOs can be daunting, making it difficult to find a starting point to condense your notes. I recommend inputting the ILOs into a large language model (LLM), such as Claude or ChatGPT, followed by your notes and ask it to summarize your notes for you. This will provide you with a quick overview of the specific topic.

In addition to that, I would recommend using the “Read Aloud” function to listen to the summarised content. The multisensory learning approach has proven to be a powerful tool to enhance information comprehension and retention. I must admit that I remember way more content in a shorter time frame than I would have otherwise been able to. Therefore, it is definitely worth considering during your last couple of weeks for revision.

Here I use Claude to generate summaries of specific topics based entirely on my own written notes.

However, it is worth noting that the university has a strict copyright policy regarding teaching materials, and you musn’t upload lecture slides or materials created by your lecturer or other people. Therefore, when putting notes onto AI tools, it must be from our own paraphrased notes. In addition, if we do not want the chat to be remembered or used as further AI training data, logging into Microsoft Copilot would be a better alternative than ChatGPT and Claude. The only limitation with Microsoft Copilot is that you are limited to pasting 4000 characters per message.

For more guidance and support on using AI tools for your studies check out the Study Skills team’s Using AI at University online resource.

5. Practice, practice, practice

Lastly, I must emphasise the importance of practice. For subjects with past papers access I recommend doing as many of those as you can. For health science subjects that do not have access to past papers, Peerwise and your own flashcards will be good alternatives. Spaced repetition (regularly returning and reviewing) is key to remembering factual content, while understanding past papers will help set more realistic expectations on the exam format. These allow you to be more confident and calmer on exam dates.

That’s my five top tips for when revising during the revision week. If you want to try out any of the mentioned tools above and learning about details on how to access it, you can find more information on this page. Hope you have found this blog useful, and best of luck with your exams!

Do you have any revision tips of your own? Share them in comments below!

Student Perspectives: 5 of the best places to study in Bristol when the libraries are full

Posted on by tim.worth

Helen, the author of the blog post

In this blog post Student Advocate Helen March (History) explores study spaces in the city outside of the University.

The university libraries are a great place to study during term time, but they can get super busy. This can make it a real challenge to get your work done, especially during exam time. Here’s a few suggestions of places you can go when the libraries are full up and you’re struggling to find a place to knuckle down.  

 

1. Bristol Central Library Reading Room  

A great place to start with is the central library just off college green. Tucked out the way of the University, the library is really quiet during weekdays and has a beautiful reading room.

Sign up for a free library card and you can have access to their wifi and stay there all day. The staff are really lovely and there’s even a coffee shop on the ground floor!

This Photo by Steve Cadman is licensed under CC BY. https://flic.kr/p/5Jgo4F

2. Clifton Library  

Did you know there’s a library in Clifton Village? Neither did I until this year! Tucked between cafes and pubs, the library is small, but generally really quiet. Plus, there’s loads of pubs nearby to grab a quick pint at the end of a long study day. 

3. The Cloakroom Cafe 

This quirky cafe was once an Edwardian public loo! Located just down the hill from the university, it’s a great place to get your reading done away from the bustle of students trying to find their lectures.  Top Tip – The hot chocolate here is amazing!  

4. The Botanical Gardens 

This Photo by Nick is licensed under CC BY. https://flic.kr/p/fho2Z8 

If you live in Stoke Bishop, you might want somewhere a bit closer to you! When I lived up there, I often found it hard to find space in the Hiatt Baker study centre. Instead, why not head over to the Botanical Gardens, (Don’t worry I’m not telling you to try and work in a flower bed!).

They’ve got a lovely cafe hidden round the back of the building, where you can get your work done in a peaceful environment! 

5. The Arnolfini  

The Arnolfini is primarily an art gallery, but it’s also got a cafe which is great for studying in. Located on the docks, it’s a scenic place to watch boats go by whilst you struggle to work out that problem you just can’t get your head round. Plus, you can take a break to look round some of their amazing exhibits! 

Do you have any other suggestions for study spaces beyond the University? Let us know in the comments!

Now Recruiting: Bristol Futures Student Advocates 2024/25

Posted on by tim.worth

Be part of a dynamic team promoting and delivering Study Skills support and Bristol Futures in the 2024/25 academic year. 

As a Bristol Futures Student Advocate you’ll be an ambassador for Study Skills and the other elements of Bristol Futures, promoting them to members of the University and public alike. You’ll also support fellow students by running Study Skills drop-ins and workshops, staffing pop-up stands, attending events and having input into online learning resources and more. You’ll develop skills in organisation, teaching, support, public speaking and team working, all of which will be valuable for your future career development. 

We’re looking for applications from any student at the University of Bristol to join our Advocate team for the 2024/25 academic year, whether you’re undergraduate or postgraduate, home or international, as long as you’ll be a registered student in 2024/25. We’ll train you in all the skills you need and work with you throughout the year to ensure you develop and gain the best experience possible from working with us. We are also seeking students with skills in coding to assist at our weekly Coding Clubs. 

Bristol Futures is a university-wide initiative which enhances and enriches education at the University of Bristol, ensuring that students have the skills, knowledge and attributes to succeed in their lives at university and beyond. These skills, knowledge and attributes lie within three themes: Innovation and Enterprise, Global Citizenship and Sustainable Futures. For more information visit https://www.bristol.ac.uk/bristol-futures/ 

Core duties of the Advocate Role:  

  • Act as an ambassador within your faculty to promote Study Skills and Bristol Futures. 
  • Deliver one-to-one peer support sessions to students for Study Skills. These may take the form of drop-in sessions at the Study Skills Hub in Senate House, or peer support in regular study groups.  
  • Facilitate workshops on Study Skills. Workshops may run face-to-face or online. 
  • Advocates with skills in coding may assist with our weekly Coding Clubs.
  • Attend and assist in organizing promotional activities (such as pop up stands and lecture ‘shout-outs’).
  • Assist in utilizing social media to promote Bristol Futures’ activities and events.  
  • Assist in gathering feedback from students and academics in your faculty to help develop and shape Study Skills and Bristol Futures.  
  • Meet regularly with your Study Skills faculty tutor. 
  • Work collaboratively with Bristol Futures staff to help develop Bristol Futures events and resources.  
  • Co-create marketing materials and help publicize Bristol Futures. 
  • Additional activities will be required as the role continues to develop.  

Benefits of the role:  

  • This is a paid role (see wage details below). 
  • You will be provided with comprehensive training that will equip you with the knowledge and skills to carry out this role. Ongoing training will be provided throughout the duration of your contract as the role develops.  
  • Work experience to enhance your CV i.e. marketing, group-work delivery, time management, leading and influencing. 
  • An opportunity to shape the development of an ambitious, innovative university-wide project. 
  • The source of a reference for future employment / LinkedIn recommendations. 
  • This role can provide evidence that will contribute to the Bristol PLUS Award / Bristol PLUS Outstanding Award. (All team members are encouraged to participate in this award).  

Wage:  

Advocates are paid a wage of £10.90 per hour. This role attracts a holiday increment of 12.07% per hour (so total paid per hour is £12.21). Workshop delivery (expected to start in the autumn after training) is paid at £17.76ph, (£19.90ph with holiday pay). Wages are paid monthly in arrears via the Temporary Staffing Service (TSS).   

Hours / Contract: 

  • Working hours will be discussed at interview, but will range from 0 – 6 hours per week (you will not be expected to work during University holidays or assessment periods)  
  • Training will begin in September 2024 and continue throughout the year. Contracts will begin in September 2024.
  • Please note that to be eligible for this role you must be a registered student at the University of Bristol in the 2024/25 academic year.

How to apply: 

Please apply with a CV and covering letter outlining your suitability for the role. You can find our advice on writing a cover letter here.

Submit your application to Dr Tim Worth (Study Skills Coordinator) at tim.worth@bristol.ac.uk by 11.59pm on Friday 22 March 2024. 

Further information: 

If you require clarification of the above information or have further questions about the role, please contact study-skills@bristol.ac.uk 

Closing date: 11:59pm Friday 22 March 2024 

Provisional interview dates: Monday 15 – Friday 26 April 2024.

Student perspective: Revising with AI tutors as a veterinary student

Posted on by study.skills

Photo of Emma, the author of this blog postby Emma Lau, Veterinary Science student and Bristol Futures Advocate

In schools, we are very used to having a tutor to guide us with our learning. However, university teaching is more self-directed and independent It can be quite a big shock to some of us, particularly first-years students, at least that’s what I felt three years ago when I first started vet school.

Veterinary Science is a content heavy subject, having a tutor undoubtedly will help you revise more efficiently and effectively. I never thought I would be able to do that until ChatGPT was launched in November 2022.

Why should we use AI tutor for revision?

Here’s are the two main reasons:

1. Breaking the chains of procrastination.

Procrastination has always been a nemesis of students, and I am no exception. Unlike the monotony of reading through notes, the interactive nature of AI tutoring helps me to stay motivated and on track on my revision plan.

2. Refined learning efficiency.

Content taught any courses in universities, especially health sciences, can be overwhelming. AI can help us to organise and condense our notes. The Q&A method adopted by AI tutor makes my learning process more efficient and enjoyable.

What next?

After knowing the benefits of utilising AI for revision, the next step will be to generate your own AI tutor. It can be difficult and time consuming to create your own bot from scratch. Fortunately, there are plenty of examples of AI tutor bots on the internet for us to use as a template. One of a good example is on the Study Skills online resource Using AI at University! I have been using that template since the release of the resources. It has been very useful as it will start by asking your level of knowledge and then question you on the topic one concept at a time. I also provide ChatGPT or Claude with my notes so they can tailor the questions based on my lecture notes.

Examples on how to utilise AI tutor

Below are some detailed examples of how I used ChatGPT and Claude for revision, hopefully that may inspire some of you on how to use your AI tutor!

1. General review of a topic

Prompt reads: You are an upbeat, encouraging tutor who helps students understand concepts by explaining ideas and asking students questions. Start by introducing yourself to the student as their AI-Tutor who is happy to help them with any questions. Only ask one question at a time. First, ask them what they would like to learn about. Wait for the response. Then ask them about their learning level: Are you a high school student, a college student or a professional? Wait for their response. Then ask them what they know already about the topic they have chosen. Wait for a response. Given this information, help students understand the topic by providing explanations, examples, analogies. These should be tailored to students learning level and prior knowledge or what they already know about the topic. Give students explanations, examples, and analogies about the concept to help them understand. You should guide students in an open-ended way. Do not provide immediate answers or solutions to problems but help students generate their own answers by asking leading questions. Ask students to explain their thinking. If the student is struggling or gets the answer wrong, try asking them to do part of the task or remind the student of their goal and give them a hint. If students improve, then praise them and show excitement. If the student struggles, then be encouraging and give them some ideas to think about. When pushing students for information, try to end your responses with a question so that students have to keep generating ideas. Once a student shows an appropriate level of understanding given their learning level, ask them to explain the concept in their own words; this is the best way to show you know something, or ask them for examples. When a student demonstrates that they know the concept you can move the conversation to a close and tell them you’re here to help if they have further questions.
Prompt borrowed from Using AI as a Tutor

 

EL - Phenobutyrone. AI - Yes, close. The notes state to use IV phenylbutazone for mild-moderate colic pain in an ambulatory setting. Phenylbutazone (bute) is an NSAID pain medication often used for lameness and colic cases. What medication can help relax the rectum to aid in performing a rectal exam on a colicky horse according to the notes? EL - Buscopan AI - Excellent! The notes specify using hyoscine (Buscopan) to help relax the rectum and aid in rectal examination of a colicky horse. To summarise main points so far ...
Chat excerpt: testing veterinary knowledge on equine colic

 

2. Creating practice MCQs (multiple choice questions)

The image gives three examples of multiple choice questions generate by ChatGPT on the topic of the Barium follow through study
Multiple choice question generated by ChatGPT

 

If you’re looking to revolutionize your study routine, why not give AI tutors a try? Whether it’s ChatGPT, Claude, or other available resources, such as Q-chat on Quizlet, incorporating AI into your learning can make the process more interactive and enjoyable.

For more information about using AI tools for study, see our online guide to Using AI at University

 

Student perspective: My journey with MarginNote mind maps

Posted on by study.skills

by Allison Sia, Law student and Bristol Futures Advocate

Imagine the convenience of an app seamlessly transforming your highlights into dynamic mind maps…

This thought has lingered at the back of my mind since my second year at the university after reading 80+ articles and dedicated countless hours to crafting mind maps by hand whilst dreading the process. Since then, it has always been a quest for me to find an app that tailored to this specific need. If you are currently in a similar situation, join me in exploring MarginNote as I candidly discuss its benefits and drawbacks whilst shedding light on the overall user experience.

Mind map with one main heading and four sub-headings. Two of the sub-headings have additional branches coming off them.
STARTING: As you set out the headings and subheadings for quick reference

Advantages of the Margin Note app

  1. Efficiency and time-Saving features. One of the standout advantages of this app lies in its remarkable ability to automatically generate mind maps. This not only streamlines the entire process but also translates to significant time savings. You could say goodbye to tedious manual creation as the app effortlessly transforms your highlighted texts into a well-organised mind map, allowing you to invest your time more effectively in understanding and synthesizing information. 
  2. Transformation of messy handwritten mind maps. Reflecting on my early attempts at crafting mind maps by hand, I vividly recall the frustration of dealing with the inevitable messiness that ensued. Rewriting those mind maps became a recurring task, consuming valuable study time that could be dedicated for more further reading materials. Now, with the app’s automated mind map generation, I bid farewell to the chaos of messy handwritten drafts.  
  3. Headings: enhanced organization & personalisation. This feature allows you to add a layer of organization to your content, making it easier to identify key concepts and crucial information. Personally, I found this particularly helpful as it enabled me to highlight key details and even express concepts in my own words. The app’s flexibility in accommodating these personalised touches enhanced my ability to tailor the mind maps to my unique learning style.  

Advantages of mind mapping 

  1. Instant insight into article content. Mind mapping provides a swift and comprehensive overview of article content. By visually structuring key ideas and their relationships, users can gain immediate insight into the core themes and main points discussed, facilitating a quick grasp of the article’s overarching message. 
  2. Efficient information retrieval. One of the prime benefits of mind mapping is its ability to streamline information retrieval. Where you would be able to swiftly locate specific details, facts, or concepts within the mind map, eliminating the need for time-consuming searches through lengthy texts. This efficiency is particularly valuable when seeking targeted information for research or study purposes. 
  3. Enhanced memory retention through quick scans. The visual nature of mind maps enables users to engage in rapid scans, aiding in the retention of information. By associating concepts with visual cues and spatial arrangements, the mind map becomes a memory aid. This quick scan approach proves especially effective in reinforcing key details and improving overall memory recall.
  4. Conceptual breakdown into digestible units. Mind mapping excels in breaking down complex concepts into easily digestible, bite-sized chunks. Each branch or node represents a specific aspect, allowing for a focused examination of individual components. This process of deconstructing information enhances comprehension and promotes a more thorough understanding of intricate subject matter. 

 Limitations of the Margin Note app 

  1.  Absence of highlighting on mind maps. One notable constraint of MarginNotes is its limitation in facilitating direct highlighting on the mind map itself. While the app excels in automatically generating mind maps from your highlights, it falls short when it comes to allowing users to visually emphasize or color-code specific branches or nodes on the mind map. This absence of a highlighting feature on the mind map may be perceived as a drawback for users who prefer a more visually interactive and customizable approach to studying.
  2. Inability to bold words on the mind map. Another notable limitation lies in the app’s inability to apply formatting options, such as bolding, directly on the mind map. The significance of bolding cannot be overstated, especially in the context of identifying and emphasizing keywords within the text. Bolded words serve as visual cues, aiding in the quick recognition of essential terms or concepts. The absence of this formatting feature within the mind map may be a hindrance to those who rely on visual distinctions for efficient information retrieval. 

 Limitations of mind mapping

  1. Applicability to diverse article types. Mind mapping, while a powerful tool, may not be universally suitable for all types of articles. Particularly, content-heavy articles laden with intricate statistics might pose a challenge for effective mind mapping. The visual nature of mind maps may struggle to encapsulate the quantitative nuances found in such articles, potentially limiting their applicability to certain genres of content.
  2. Passive engagement during mind map creation. An identified limitation arises during the creation of mind maps, especially when utilizing an app. The process may inadvertently lead to a more passive engagement with the text. While the intention is to distil information into a visual format, the risk is that users may opt for a quick skimming approach rather than immersing themselves deeply in the content. This shift in engagement levels could potentially result in a less thorough understanding of the material. 
Section of a mind map with multiple branches, which then branch further. The branches are colour coded.
You might end up with something like that…

In summary, this app not only saves time through its automated mind map generation but also elevates the quality of your study materials by providing a clean and organized alternative to messy handwritten notes. With the added benefit of customizable headings, it empowers you to shape your learning experience according to your unique preferences, fostering a more effective and personalized approach to studying.

In conclusion, for those interested in creating mind maps, I recommend giving the app’s free trial a go! 

For more information about using AI tools for study, see our online guide to Using AI at University

 

Student discount. According to the official page of MarginNote, you would be eligible for a 40% discount off MarginNote3 if you are currently going to a legit university as a student or teacher after the end of your free trial (14 days). More information to apply is linked here

Student perspective: 3 reasons to do a summer internship at Bristol University

Posted on by study.skills

Photo of Eliana, the author of this blog postby Eliana Garcia, Mechanical and Electrical Engineering student and Bristol Futures Advocate

I am Eliana Garcia, Mechanical and Electrical Engineering student (BEng). I did a summer internship at Bristol Robotics Laboratory in 2023. It was a transformative experience, include immerse learning, skills development, and self-reflection. and here are three compelling reasons why you should consider an internship at Bristol university.

  1. Putting Learning into Practice

As an intern, I had the chance to apply the theoretical knowledge I had acquired during my studies. Embodied intelligence, a subject I had admired from afar, became tangible as I worked on a project involving a quadruped robot. The open-source, torque-controlled legged robot platform challenged me to translate textbook concepts into real-world solutions. It was exhilarating to see equations come alive in the form of mechanical movements. An internship allows you to test yourself, bridge the gap between theory and practice, and keep your learning active.

  1. Rapidly Acquiring New Information

Internships are like accelerated learning labs. At Bristol Robotics Laboratory, I honed essential study skills that extended beyond the classroom. Academic reading, note-taking, and library research became my daily companions. I learned to navigate research papers effectively, evaluating their relevance and extracting valuable insights. Seeking guidance from subject librarians, I discovered hidden gems in the form of specialized books related to soft robotics and dynamic control. The Cornell Method for notetaking became my secret weapon—capturing key points, making connections, and summarizing material for future reference. These skills are invaluable, whether you’re pursuing academia or venturing into industry.

Photo of robotics equipment

  1. Visualizing My Future Path

Internships offer a glimpse into your professional destiny. As I immersed myself in the world of robotics, I reflected on my strengths, weaknesses, likes, and dislikes. Beyond the lab, I pondered my post-university options. Would I thrive in industry, pushing the boundaries of innovation? Or should I continue my academic journey, pursuing a master’s degree? Perhaps there was an entirely different path waiting—one aligned with my passions. The internship acted as a compass, guiding me toward self-awareness and informed decision-making.

Finally, my time at Bristol Robotics Laboratory expanded my technical knowledge, but it also enriched my academic toolkit. It equipped me with essential skills, broadened my perspective, and allowed me to visualize the myriad paths that lay ahead. So, if you’re considering an internship, don’t merely think of it as a checkbox. Instead, view it as an adventure—a chance to explore, learn, and shape your future. Bristol University awaits, ready to ignite your curiosity and propel you toward greatness.

There are many opportunities for undergraduate and postgraduate students internships and placements. For more information about internships open the following link: https://www.bristol.ac.uk/students/life-in-bristol/careers/internships-and-placements/

Using AI at University: a new online resource from the Study Skills team

Posted on by tim.worth

How do you feel about the huge developments in Artificial Intelligence we’ve seen over the past year? Depending on your point of view you may feel excited, overwhelmed, anxious, or all 3 of these things (and perhaps many more) all at once.  

Many of us in the study skills team felt precisely these things. We’re particularly aware of the opportunities and challenges that generative AI tools like ChatGPT, Google Bard and Claude present to students. When used appropriately they have the potential to massively enhance your learning and take your skills in any number of areas to the next level.  

But these AI tools can also be used unethically: to write essays or generate code for assessments which students should be creating themselves. We also know that lots of students want to use these tools but don’t know how, or are worried they may inadvertently break the University’s rules. That’s why we’ve put together a guide to help you. 

The online resource

Our online resource Using AI at University explores how generative AI works, so you can understand what it’s capable of and what it can’t do. We also set out some of the university rules about using AI for assessments, and explain why these rules will vary from unit to unit. The key principle behind these rules is to consider your own learning – are you using AI in a manner which develops and enhances your skills? Or are you using it in a way which is actually stopping you from gaining some really important skills for your subject? 

Besides understanding the rules about AI we want to help you start putting these tools to practical use as study aids. Our guide contains a catalogue of some of the most popular AI tools, and pages on writing effective prompts and turning these AI programs into your own virtual tutor. AI tools are far from perfect though, so it’s important you approach them critically and cautiously as we outline on our page about AI errors, hallucinations and fact-checking. 

AI playgrounds 

We hope that the online resource will help you to understand generative AI and how to use it within the university guidelines. However, we also believe that the best way to develop your AI skills is through practice. That’s why we’re running AI playgrounds in November. These are practical sessions where you can experiment with tools like ChatGPT, Claude, Google Bard and more.  

In the playgrounds we’ll show you how to how to access these tools and discuss some strategies for using them effectively before giving you some space to play around with them. Our Study Skills tutors and student advocates will be close at hand to assist.  

You can view times and dates of our upcoming AI playgrounds and book into them here.