Using the study cycle model to support better student learning: a faculty guide

Abstract

Many college students do not have adaptable methods habits that allow them to get the most out of in-class time and structure their out-of-class study time. As a result, faculty are frequently called on to help students become better learners. This article describes an evidence-based framework focusing on learning anatomy and physiology examples that faculty can share with students to support better studying habits leading to deeper learning.