Every intellectual endeavour starts with a note.
Sönke Ahrens (2017)
I used to think that note-taking was supplemental to my work but now I think that note-taking is the work.
A structured, systematic approach to note-taking is essential for health professions educators as it provides a foundation for deep learning and critical thinking in both teaching and practice. By developing an organised method to capture and connect ideas, educators can more effectively bridge the gap between theoretical knowledge and practical application, enabling them to draw meaningful connections across different aspects of health professions education.
This systematic approach not only helps manage the cognitive load of processing complex medical information but also supports educators in creating more cohesive and evidence-based teaching materials by maintaining clear links between research, clinical observations, and educational outcomes. It’s also worth reflecting on the potential value of modelling and teaching systematic note-taking to your students, to help cultivate lifelong learning habits that will serve them throughout their careers.
If you’re interesting in exploring note-taking in more detail, see here and here for two collections of my posts on the topic.
Podcast
Schmitz, M., & Hixson, C. (n.d.). A System for Writing by Bob Doto (No. 205) Bookworm podcast.
Today’s author shares an unconventional approach to help writers and aspiring creatives capture their ideas, think wildly, and write constantly. Join Mike & Cory as they enter the labyrinth of the zettelkasten.
In this episode of the Bookworm podcast, the hosts discuss Bob Doto’s recommendations for building a sustainable and fluid writing practice, focusing on methods that allow writers to consistently generate insights by using systems like the Zettelkasten method. The episode highlights how these methods can enhance creative thinking and minimise writer’s block by creating an environment where ideas are continuously captured, revisited, and expanded upon, rather than relying on sporadic inspiration.
Book
Ahrens, S. (2017). How to take smart notes: One simple technique to boost writing, learning and thinking– for students, academics and nonfiction book writers. Createspace Independent Publishing.
How to Take Smart Notes by Sönke Ahrens offers physiotherapy educators a transformative approach to note-taking that directly supports critical thinking, systematic knowledge retention, and lifelong learning. By developing a systematic approach to writing through note-taking, educators can enhance a reflective practice that strengthens the connection between what you read and what you create. These insights into organising your thoughts and minimising cognitive load can enhance both teaching and clinical workflows, fostering a structured environment where deeper learning and creativity thrive.
Resource
Rowe, M. & Nicholls, D. (2022). Academic workflow: From first note to publication. YouTube.
In this video I speak to Dave Nicholls about his academic workflow for writing, from capturing the first notes, to the final publication… One key aspect of effective information management for academics is distinguishing between consumption and creation modes of working. While gathering information, taking notes, and reading papers, it’s important to have a system for capturing ideas, quotes, and references. However, this “consumption” phase should be separate from your “creation” workflows for writing, analysing, and synthesising new knowledge. Many academics struggle because they do both simultaneously; taking notes while writing, or getting distracted by new reading while trying to work on a draft. Keeping these two modes distinct can help reduce context switching costs and allow you to focus in more depth. Dave and I talk about the tools and services we both use in our writing process, as well as our intentions that guide those choices. Ultimately, we decide that ‘academic workflow for writing’ is about creating space to spend more time on the work that matters, rather than simply doing more.
Community
Ellis, B. & Rowe, M. (2024, August 5). Constructing learning from practice (unModule 01). In Beta podcast.
This module takes a radical departure from traditional course design by embracing co-creation and student-led learning. Instead of predetermined content, students will identify their own learning needs based on their clinical experiences and collaboratively create the module’s content. This approach aims to bridge the gap between academic learning and clinical practice, preparing students for the realities of continuous professional development after graduation.
A few days ago Ben and I recorded a conversation with James Roberts about his experiences co-constructing a module with students. If you haven’t yet listened to the initial discussion Ben and I had, you may want to check that out before listening to the next conversation with James.