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Student Advisor ‘A Day in the Life’: Part 4
Hi, I am Emma, one of your Student Advisors and I am studying on the MSc Physician’s Associate course. I like to try and stick to a routine and a schedule to give me some structure to my day and make things less daunting. I make my own revision timetable so that I focus on a module rather than a topic, as some topics can be quicker than others and therefore it is less stressful than only allocating time to a particular topic. One key point for me is to take regular short breaks away from my desk to ensure my brain is able to have a ‘reset,’ before the next session. Drinking plenty and eating well is also very important to fuel a long day of revision, alongside trying to do some exercise. So please read on to find out what a typical revision day is like for me.
7am: Up and get ready for the day. Then it’s time for breakfast and coffee! I try to have a breakfast that will keep me full and fuel me for the day so this could be overnight oats, porridge or Weetabix. If I have time, I might go for a brisk walk to wake myself up or try and book an early exercise class or do a YouTube fitness video.
8:15: I head to my study space and get set up for the day.
8:30-12:30: This is my morning study session and how I like to revise is by module, and to get through as much as I can for that module in this time. I like to read over my notes and add any details that I feel are lacking. I also have some paper where I add key details from my notes or areas I am not as confident on, to create my crib sheets. These crib sheets then make part of my pre-exam night routine and are what I will read on the day of the exam/last minute cram before the exam. I also have a pack of sticky notes and will write down key definitions/quotes/ formulas/ drugs and doses and stick these in my room or on the fridge so I can test myself on these throughout the day and also read these on the way to an exam. Each hour, I tend to take a 10 minute break to make a drink and one of these breaks I will take a bit longer (20-25 minutes) and go for a short walk. It is important on these breaks to ensure that you leave the room you are studying in.
12:30-13:00: Lunch – I try and meal prep the night before so I don’t have to spend too long making food and can enjoy watching a half an hour tv episode or YouTube video to switch off from revision.
13:00-18:00: Afternoon revision session – this can be on a different module or the same module and will be very similar to the morning session in terms of making crib sheets and flash cards/post it notes. If the crib sheets have already been made, I tend to either just go over the notes again and again and often will speak these out loud or sing them! If there are past papers available then I will do these too. As with the morning, I will take a break for about 10 minutes every hour and one of these will be slightly longer to allow myself to go for a walk.
18:00-19:00: Dinner time – leading up to exam season I try to meal prep as much as I can so I can have healthy nutritious meals without the effort of having to cook from scratch each night. I find that curry, chilli, spaghetti bolognaise, taco mince and fajitas fillings and some tomato based pasta sauces freeze very well. At this time I get out my meal for the next night and make my lunch for the next day. This is the time when I will spend a bit of time on my phone and switch off from revision.
19:00-21:30: This is my final push for the day and often will involve me doing prep for my practical exams which can include watching videos of examinations and clinical skills practising examinations, refreshing myself on skills or going over any mark schemes I have for practical exams. It can also be a time for being quizzed by housemates or family or using Quizlet to test my knowledge on clinical conditions. Nearer the end of this session, I tend to find myself starting to lose focus, so this is when I will either go over crib notes I have made as a refresher or go over a topic I know I am strong at or have a good knowledge of already. The night before an exam I will be focussing of the content of the exam the next day.
21:30 onwards: This is my downtime and when I will shower, chat with my friends and family or watch some TV and wind down for the night. I try to get a good night’s sleep during exam season to ensure I am well rested for another day of revision! Ideally, I like to be in bed and asleep by 11:00pm.
Student Advisor Emma
I hope you’ve enjoyed reading about how I spend my study day. You can find more information about revision and exam techniques on the Exam Preparation web pages.
Good luck, you got this!
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Student Advisor ‘A Day in the Life’: Part 3
Ivy Harris: Year 2 BSc. Biology
Exam season is a time of focus and long hours in the library. It’s essential to remember that maintaining a healthy personal life is just as important as acing exams. In this blog post, we’ll explore strategies for mastering the balance between academic success and personal wellbeing during the challenging exam period.
It is crucial to recognize that maintaining a healthy personal life is not a luxury but a necessity. Neglecting self-care and personal relationships can lead to burnout and compromised mental health. By prioritizing balance, students can optimize their performance while also nurturing their overall wellbeing.
Effective time management is key to balancing exam preparation with personal life. Creating a study schedule that allows for breaks, exercise, and outside activities can help maintain productivity. Additionally, adopting effective study habits, such as using active learning techniques and minimizing distractions can maximize study efficiency and free up time.
Amidst the long hours of study, self-care often takes a backseat to academia. However, prioritizing self-care is essential for maintaining your health and happiness. Simple practices such as getting enough sleep, eating nutritious meals, staying hydrated, and engaging in regular exercise can help alleviate stress and improve focus. Maintaining meaningful relationships and social connections is vital for combating feelings of isolation and maintaining a sense of balance. Whether it’s a study date with classmates or a coffee break with a friend, nurturing relationships can enhance overall happiness and academic performance.
It’s essential to celebrate progress and successes, no matter how small. Acknowledging achievements, whether it’s mastering a difficult concept, completing a challenging assignment, or maintaining a healthy work-life balance, can boost confidence, and morale. Finding balance between academic responsibilities and personal wellbeing can seem like a difficult goal to achieve. However, by prioritizing self-care, nurturing relationships, and setting reasonable goals, students can navigate the challenges of exam season successfully. Doing well in exams is not just about mastering content but also about nurturing the holistic well-being that fuels academic achievement and personal fulfilment.
Lawrence O’Shaughnessy: Year 3 BSc. Business and Management
Hi, I’m Lawrence, I’m a current Business and Management student and one of the Student Advisors within the UniSkills team. This blog is designed as a day in the life; but as a current third-year student, making the final push in the last few weeks of my course – most of my days currently revolve around studying. Writing a dissertation is no joke!
I’m a commuting student, so I typically head to campus for around 9am, after I’ve walked the dog and grabbed some breakfast, then it’s straight to the catalyst! Over the three years, I have tried a lot of different ways of studying, but working on campus is the most effective for me, making use of the Second, quiet floor in Catalyst or if it’s deadline day – the silent third floor!
Typically, I spend the first few hours of the morning proofreading what I have written the day before, it’s amazing how many mistakes you spot when you look at something with a fresh pair of eyes! After this I’ll move on to finding sources on Discover More and reading journal articles and textbooks I’ll need to reference later on.
However, when you’re studying it is so important to schedule in some study breaks: the longer you’re staring at a screen, the less productive you can become. Normally I like to take a mid-morning break around 11am and head to one of the various coffee shops on campus for a well-earned caramel latte and a brief change of scenery!
After a coffee break I’ll normally move onto the academic writing process either working on my dissertation or one of the other assignments that’s due soon. I’ll normally work through this for a few hours until around 2pm then head to one of the food outlets on campus for some lunch and if it’s sunny, have a walk around campus to clear my head and take in some of the fantastic views at Edge Hill – if you’re lucky you might even spot some of the campus wildlife!
After lunch is the perfect time to change up your workspace and pick somewhere different in Catalyst to work. Usually, I like to find a computer with two displays at this point so that I can work on referencing what I’d written before lunch – having two displays means I can have the Harvard Referencing Guide or Harvard Referencing toolkit open on one display and my work on the other!
Keeping on top of the referencing is so important in ensuring every source is added to your bibliography, accurately. I like to save this until the end of the day so I can work through something a little easier before heading home for the day around 4pm in between the school traffic and rush hour. I always like to play an uplifting playlist on the way home to help unwind after the day!
I find studying on campus helps achieve a good study-life balance, meaning I can switch off when I arrive home and stay away from the laptop for most of the weekend, making more time to spend with friends and unwind. Even when I have a full week of lectures, I prefer this way of working!
I’d recommend completing a revision timetable to help see your current study life balance, find any gaps to maximise keeping accountable to a schedule – it can seem daunting at first without one.
We hope this blog has been insightful into a day in the life of a second and third year student. Remember to check out the UniSkills website for your free revision timetable templates, advice and toolkits!
Good luck with your exams and assessments!
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How to Get the Most Out of Your Assignment Feedback
Many students (and tutors!) have a love/hate relationship with feedback. Whatever your thoughts and feelings about feedback are, remember that using it proactively can be a really valuable tool to help you build your skills and confidence. Focusing on gathering and evaluating past feedback before the next assessment period is a useful way to help you identify key strengths, and also to know what you need to work on to improve or maintain your grades. Here are some of my top tips to help you get started.
Gather your feedback
Whatever year of study you are in, by this point in the academic year you will have received some feedback on previous pieces of assessment. Take some time to look back at your submissions so far, and gather all the feedback from your previous assessments. If you are in year 2, 3 or 4 of your study, you should now have a good range of feedback to consider.
Highlight the positives
Work through your feedback, highlighting all the positive comments and notice what you have done well. Have you thoroughly met the Learning Outcomes? Did you do a good job of writing critically? Have you articulated your arguments well?
Remember that feedback is often focused on ways to improve, so if there are no explicit comments about what you have done well, you can still identify positives by concentrating on what has not been said! If there are no comments in the feedback about your referencing and in-text citations, this likely means that you have already done a good job.
Focussing on the positives is a great way to build confidence and to recognise the skills you already have. Another way to do this is to identify your progress.
This is easier to do the more feedback you have, so if you are in year 1 maybe think about how you can identify and track your progress as you move into your year 2.
Track your progress
Think about any initial comments you received on improving your work that are no longer being highlighted. Have you improved your understanding of the referencing system you use, so your tutor no longer needs to comment in their feedback? Perhaps you once received feedback about the lack of structure in your work, that you are no longer finding comes up in current feedback. Identifying the progress you have already made is a great way to see how far you have come, as well as increasing confidence in your ability to improve in any other areas that you still want to tackle.
Identify recurring themes
Work through each piece of feedback and pick out any overarching themes that still need work. For example, you might notice that referencing errors have been frequently highlighted in your work. Or you may find that there are several comments which stress the need for you to develop an idea or argument.
Any elements that are regularly being raised are ones that you should be working on, and identifying the main concerns gives you a focus. Keeping track of comments from all your assignments, will help you to develop targets to work towards.
Tackling feedback can sometimes be an emotional experience, especially if you did not do as well as you had anticipated, or had hoped. Find out more about developing your feedback resilience in our UniSkills Grow Your Academic Resilience Toolkit.
Make a plan
Once you have identified any key recurring themes from your feedback you can be proactive by deciding how to tackle them. Pick the most commonly occurring theme or themes to focus on (a maximum of 3, as any more can feel overwhelming!) and think about how you will tackle them. For each theme it is useful to think about the following elements:
- What do you need to tackle?
- When will you do this?
- What support might you need?
Breaking down the steps in this way can give you a clear plan, with actionable goals, and a timeframe in which to tackle each theme. Our UniSkills Feedback Plan offers an example of how this might look. Planning in this manner means that you are more likely to act upon your feedback. An even better way to ensure that you are being proactive with your feedback is to make yourself accountable. You can do this by making your feedback plan visible (e.g., stick it to your fridge or cupboard door), or by telling someone what you plan to do.
TOP TIP: It is always important to read your feedback, however the most effective way to develop your skills is to think about how you will then act upon your feedback!
Remember that feedback on your assignments is designed to help you improve your academic skills! Now is a great time think about using your feedback proactively to help build your skills and confidence. Identifying key strengths, and seeing how far you have come can be a great springboard into a successful summer assessment period.
Don’t forget that if you would like any further support in breaking down your feedback, and knowing how to approach tackling it, you can book on to a one-to-one with an Academic Skills Advisor.
Good luck!
Helen Briscoe