Since the time of Sir William Osler, there have been several opinions on how medical students learn best and how their learning environments can be improved (Armstrong et al., 2004 Becker, 2014). on behalf of American Association of Clinical Anatomists. Clinical Anatomy published by Wiley Periodicals, Inc. Our hope is that the real‐world clinical anatomy example presented in this article makes it easier for students to implement these evidence‐based strategies and ultimately improve their learning. Students who continuously use practice testing, distributed practice, and successive relearning will become more efficient and effective learners. For this strategy, students use practice questions to continue learning until they can answer all of the practice questions correctly. Finally, successive relearning combines both practice testing and distributed practice. Distributed practice, the technique of distributing learning of the same content within a single study session or across sessions, has been found to facilitate long‐term retention. Practice questions can be fill‐in, short‐answer, and multiple‐choice types, and students should receive explanatory feedback. Practice testing refers to nonsummative assessments that contain questions used to facilitate retrieval (e.g., flashcards and practice questions). We recommend that students use (1) practice testing, (2) distributed practice, and (3) successive relearning. Students should avoid highlighting and rereading text because they do not result in robust learning as defined in the SOLO taxonomy. Using a real‐world example from a modern clinical anatomy textbook, we describe how to learn information using strategies that have been experimentally validated as effective. Students should aim for high‐cognitive learning levels as defined in the SOLO taxonomy. Research from cognitive and educational psychology provides a blueprint on how best to learn science subjects, including clinical anatomy. The amount of information that medical students learn is voluminous and those who do not use evidence‐based learning strategies may struggle.
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