Secrets - Revision history

Mikael Häggström: /* How to study for Internet denialist exams */ Updated

2024-07-01T17:19:14Z

How to study for Internet denialist exams: Updated

← Older revision		Revision as of 13:19, 1 July 2024
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	An Internet denialist exam is one that at least partly demands the exam taker to directly memorize look-up or practically useless information. Most questions on the primary examinations of the American Board of Pathology are Internet denialist. Efficient studying for Internet denialist exams will allow you more time, effort and brain space to memorize what you actually need, as well as to perform studying for solving your actual everyday pathology cases (as per the '''[[Learning pathology]]''' section). The best approach is arguably to spend enough time and effort on memorizing what is '''memorization-worthy''', to the point where you will pass an Internet denialist exam even if you will fail multiple questions that ask you about look-up information or practically useless information.		An Internet denialist exam is one that at least partly demands the exam taker to directly memorize look-up or practically useless information. Most questions on the primary examinations of the American Board of Pathology are Internet denialist. Efficient studying for Internet denialist exams will allow you more time, effort and brain space to memorize what you actually need, as well as to perform studying for solving your actual everyday pathology cases (as per the '''[[Learning pathology]]''' section). The best approach is arguably to spend enough time and effort on memorizing what is '''memorization-worthy''', to the point where you will pass an Internet denialist exam even if you will fail multiple questions that ask you about look-up information or practically useless information.

	For Internet denialist '''non-mandatory exams''' that ask questions that require direct memorization of look-up or practically useless information at an amount to pose a threat of exam failure even if you've studied what is memorization-worthy, generally accept the outcome of not passing the exam. This also applies ~~when~~ you have multiple chances to take the exam~~, since each time taking it will generally give you a better sense~~ of ~~exactly what items you need to know to pass~~ the ~~exam~~. ~~This approach also prevents you from~~ spending more time and effort than needed ~~for such exams~~.		For Internet denialist '''non-mandatory exams''' that ask questions that require direct memorization of look-up or practically useless information at an amount to pose a threat of exam failure even if you've studied what is memorization-worthy, generally accept the outcome of not passing the exam. This also partly applies to mandatory exams where you have multiple chances to take the exam (which includes those of the American Board of Pathology). For such Internet-denialist exams: '''don't overdo it'''; don't spending more time and effort than needed. Rather, strive to know just enough to have a significant chance of passing. If you fail, you will have better sense of what topics you need to improve on.

	For Internet denialist exams that are mandatory for your path to helping people, it is arguably ethically right to spend time specifically on '''exam studying'''. Since Internet denialist exams and everyday practice are generally very different, it is more efficient to study either specifically for such an exam, or to study specifically for solving each case you encounter in everyday practice, rather than trying to study any material with the intention of covering both purposes. After all, you will become proficient at '''what you do''': If you read textbooks from front to back then you will become more proficient at reading textbooks from front to back, and if you study to solve everyday cases on your table then you will become good at that, whereas the best way of becoming more proficient at Internet denialist exams with multiple choice questions (MCQs) is to practice question banks with a similar MCQ format. There are multiple ones for that purpose (PathPrimer, PathDojo, BoardVitals and ASCP RQB), and you should preferably go through '''all of them''' and then repeat at least the questions you failed the first time, before continuing with any other types of study materials. People differ in their opinions of what are the best question banks, so form your own opinion which you think works best for you during the first round, and preferentially repeat those. By practice, your mind will in time be '''primed''' to select the most likely answer according to the epidemiology in the population you practice on, and when comparing to the real life population, the typical imaginary population in exams has for example a much higher rate of serious disease (particularly cancer) rather than benign, unspecific or artefactual findings. The exam population also has a vast overrepresentation of very rare diseases that happen to be related to certain (but still not directly clinically useful) molecular processes. For example, an exam patient with bleeding diathesis has a relatively high probability of having for example Bernard–Soulier syndrome because it is related to a receptor of the clotting cascade. After you are done with the exam, you need to more or less re-prime yourself back to the real population where for example idiopathic thrombocytopenia is far more common. For highest yield, study as follows:		For Internet denialist exams that are mandatory for your path to helping people, it is arguably ethically right to spend time specifically on '''exam studying'''. Since Internet denialist exams and everyday practice are generally very different, it is more efficient to study either specifically for such an exam, or to study specifically for solving each case you encounter in everyday practice, rather than trying to study any material with the intention of covering both purposes. After all, you will become proficient at '''what you do''': If you read textbooks from front to back then you will become more proficient at reading textbooks from front to back, and if you study to solve everyday cases on your table then you will become good at that, whereas the best way of becoming more proficient at Internet denialist exams with multiple choice questions (MCQs) is to practice question banks with a similar MCQ format. There are multiple ones for that purpose (PathPrimer, PathDojo, BoardVitals and ASCP RQB), and you should preferably go through '''all of them''' and then repeat at least the questions you failed the first time, before continuing with any other types of study materials. People differ in their opinions of what are the best question banks, so form your own opinion which you think works best for you during the first round, and preferentially repeat those. By practice, your mind will in time be '''primed''' to select the most likely answer according to the epidemiology in the population you practice on, and when comparing to the real life population, the typical imaginary population in exams has for example a much higher rate of serious disease (particularly cancer) rather than benign, unspecific or artefactual findings. The exam population also has a vast overrepresentation of very rare diseases that happen to be related to certain (but still not directly clinically useful) molecular processes. For example, an exam patient with bleeding diathesis has a relatively high probability of having for example Bernard–Soulier syndrome because it is related to a receptor of the clotting cascade. After you are done with the exam, you need to more or less re-prime yourself back to the real population where for example idiopathic thrombocytopenia is far more common. For highest yield, study as follows:

Mikael Häggström: /* How to study for Internet denialist exams */ Example

2024-07-01T17:13:49Z

How to study for Internet denialist exams: Example

← Older revision		Revision as of 13:13, 1 July 2024
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	===How to study for Internet denialist exams===		===How to study for Internet denialist exams===
	[[File:What you need to memorize.jpg\|350px\|right]]		[[File:What you need to memorize.jpg\|350px\|right]]
	An Internet denialist exam is one that at least partly demands the exam taker to directly memorize look-up or practically useless information. Efficient studying for Internet denialist exams will allow you more time, effort and brain space to memorize what you actually need, as well as to perform studying for solving your actual everyday pathology cases (as per the '''[[Learning pathology]]''' section). The best approach is arguably to spend enough time and effort on memorizing what is '''memorization-worthy''', to the point where you will pass an Internet denialist exam even if you will fail multiple questions that ask you about look-up information or practically useless information.		An Internet denialist exam is one that at least partly demands the exam taker to directly memorize look-up or practically useless information. Most questions on the primary examinations of the American Board of Pathology are Internet denialist. Efficient studying for Internet denialist exams will allow you more time, effort and brain space to memorize what you actually need, as well as to perform studying for solving your actual everyday pathology cases (as per the '''[[Learning pathology]]''' section). The best approach is arguably to spend enough time and effort on memorizing what is '''memorization-worthy''', to the point where you will pass an Internet denialist exam even if you will fail multiple questions that ask you about look-up information or practically useless information.

	For Internet denialist '''non-mandatory exams''' that ask questions that require direct memorization of look-up or practically useless information at an amount to pose a threat of exam failure even if you've studied what is memorization-worthy, generally accept the outcome of not passing the exam. This also applies when you have multiple chances to take the exam, since each time taking it will generally give you a better sense of exactly what items you need to know to pass the exam. This approach also prevents you from spending more time and effort than needed for such exams.		For Internet denialist '''non-mandatory exams''' that ask questions that require direct memorization of look-up or practically useless information at an amount to pose a threat of exam failure even if you've studied what is memorization-worthy, generally accept the outcome of not passing the exam. This also applies when you have multiple chances to take the exam, since each time taking it will generally give you a better sense of exactly what items you need to know to pass the exam. This approach also prevents you from spending more time and effort than needed for such exams.

Mikael Häggström: /* How to deal with Internet denialists and their exams */ Specified

2024-05-09T20:16:48Z

How to deal with Internet denialists and their exams: Specified

← Older revision		Revision as of 16:16, 9 May 2024
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	Some recommendations for dealing with Internet denialists are:		Some recommendations for dealing with Internet denialists are:
	*'''Don't be ashamed to say that you don't know''' the answer when an Internet denialist puts you on the spot about a piece of look-up information, and don't be ashamed to say that you usually look it up when a clinician asks about look-up information (but you may act ashamed to please them).		*'''Don't be ashamed to say that you don't know''' the answer when an Internet denialist puts you on the spot about a piece of look-up information, and don't be ashamed to say that you usually look it up when a clinician asks about look-up information (but you may act ashamed to please them).
	* Strive to spend the '''minimal''' time and effort tasks given by Internet denialists for memorizing look-up information, just enough to please them, in order to spend more time with your patients at hand, or learn things that are necessary to memorize. ~~For example, when conveniently possible, be out of reach from Internet denialists that frequently put you on the spot~~ with questions ~~regarding~~ look-up information, as long as it does not affect patient management. Also, while you should initially focus on learning the most common conditions, seniors may already have learned the common conditions, at least in their field of interest, and they will often distract you from your pursuit by presenting rare conditions to you, because that is now interesting to ''them'', but do not spend more than minimal time or mental effort on such rare conditions during at least your first years. Yet, you may still encourage their enthusiasm by pretending to be interested in their rare cases.		* Strive to spend the '''minimal''' time and effort on tasks given by Internet denialists for memorizing look-up information, just enough to please them, in order to spend more time with your patients at hand, or learn things that are necessary to memorize. If someone repeatedly wastes your time with questions on look-up information, go to other seniors for help instead, as long as it does not affect patient management. Also, while you should initially focus on learning the most common conditions, seniors may already have learned the common conditions, at least in their field of interest, and they will often distract you from your pursuit by presenting rare conditions to you, because that is now interesting to ''them'', but do not spend more than minimal time or mental effort on such rare conditions during at least your first years. Yet, you may still encourage their enthusiasm by pretending to be interested in their rare cases.
	*Generally '''do not directly reproach''' Internet denialist when they put you on the spot about look-up information. Generally do not defy Internet denialist study instructions from seniors, even if they seem like a relative waste of time, but possibly politely question if it is necessary. Many Internet denialists take great pride in their memorizations, and may identify with their memories to the point that they may take such criticism personally. Rather, if you want to make a change in the teaching of pathology trainees, try to do it in a more broad and system-based manner rather than directed at individual people. Similarly, '''never call''' a senior an Internet denialist, even in gossip, out of respect and professionalism.		*Generally '''do not directly reproach''' Internet denialist when they put you on the spot about look-up information. Generally do not defy Internet denialist study instructions from seniors, even if they seem like a relative waste of time, but possibly politely question if it is necessary. Many Internet denialists take great pride in their memorizations, and may identify with their memories to the point that they may take such criticism personally. Rather, if you want to make a change in the teaching of pathology trainees, try to do it in a more broad and system-based manner rather than directed at individual people. Similarly, '''never call''' a senior an Internet denialist, even in gossip, out of respect and professionalism.
	*Be more doubtful about the need to memorize things that a '''subspecialist''' teaches about that subspecialty (unless you intend to pursue that subspecialty yourself), because they have themselves memorized much more about that subspecialty than what is needed by most pathologists. The other way around, pay more attention to whatever any pathologists has memorized beyond their own subspecialty.		*Be more doubtful about the need to memorize things that a '''subspecialist''' teaches about that subspecialty (unless you intend to pursue that subspecialty yourself), because they have themselves memorized much more about that subspecialty than what is needed by most pathologists. The other way around, pay more attention to whatever any pathologists has memorized beyond their own subspecialty.

Mikael Häggström: /* How to study for Internet denialist exams */ Also

2024-05-05T18:28:28Z

How to study for Internet denialist exams: Also

← Older revision		Revision as of 14:28, 5 May 2024
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	An Internet denialist exam is one that at least partly demands the exam taker to directly memorize look-up or practically useless information. Efficient studying for Internet denialist exams will allow you more time, effort and brain space to memorize what you actually need, as well as to perform studying for solving your actual everyday pathology cases (as per the '''[[Learning pathology]]''' section). The best approach is arguably to spend enough time and effort on memorizing what is '''memorization-worthy''', to the point where you will pass an Internet denialist exam even if you will fail multiple questions that ask you about look-up information or practically useless information.		An Internet denialist exam is one that at least partly demands the exam taker to directly memorize look-up or practically useless information. Efficient studying for Internet denialist exams will allow you more time, effort and brain space to memorize what you actually need, as well as to perform studying for solving your actual everyday pathology cases (as per the '''[[Learning pathology]]''' section). The best approach is arguably to spend enough time and effort on memorizing what is '''memorization-worthy''', to the point where you will pass an Internet denialist exam even if you will fail multiple questions that ask you about look-up information or practically useless information.

	For Internet denialist '''non-mandatory exams''' that ask questions that require direct memorization of look-up or practically useless information at an amount to pose a threat of exam failure even if you've studied what is memorization-worthy, generally accept the outcome of not passing the exam. This also applies when you have multiple chances to take the exam, since each time taking it will generally give you a better sense of exactly what items you need to know to pass the exam.		For Internet denialist '''non-mandatory exams''' that ask questions that require direct memorization of look-up or practically useless information at an amount to pose a threat of exam failure even if you've studied what is memorization-worthy, generally accept the outcome of not passing the exam. This also applies when you have multiple chances to take the exam, since each time taking it will generally give you a better sense of exactly what items you need to know to pass the exam. This approach also prevents you from spending more time and effort than needed for such exams.

	For Internet denialist exams that are mandatory for your path to helping people, it is arguably ethically right to spend time specifically on '''exam studying'''. Since Internet denialist exams and everyday practice are generally very different, it is more efficient to study either specifically for such an exam, or to study specifically for solving each case you encounter in everyday practice, rather than trying to study any material with the intention of covering both purposes. After all, you will become proficient at '''what you do''': If you read textbooks from front to back then you will become more proficient at reading textbooks from front to back, and if you study to solve everyday cases on your table then you will become good at that, whereas the best way of becoming more proficient at Internet denialist exams with multiple choice questions (MCQs) is to practice question banks with a similar MCQ format. There are multiple ones for that purpose (PathPrimer, PathDojo, BoardVitals and ASCP RQB), and you should preferably go through '''all of them''' and then repeat at least the questions you failed the first time, before continuing with any other types of study materials. People differ in their opinions of what are the best question banks, so form your own opinion which you think works best for you during the first round, and preferentially repeat those. By practice, your mind will in time be '''primed''' to select the most likely answer according to the epidemiology in the population you practice on, and when comparing to the real life population, the typical imaginary population in exams has for example a much higher rate of serious disease (particularly cancer) rather than benign, unspecific or artefactual findings. The exam population also has a vast overrepresentation of very rare diseases that happen to be related to certain (but still not directly clinically useful) molecular processes. For example, an exam patient with bleeding diathesis has a relatively high probability of having for example Bernard–Soulier syndrome because it is related to a receptor of the clotting cascade. After you are done with the exam, you need to more or less re-prime yourself back to the real population where for example idiopathic thrombocytopenia is far more common. For highest yield, study as follows:		For Internet denialist exams that are mandatory for your path to helping people, it is arguably ethically right to spend time specifically on '''exam studying'''. Since Internet denialist exams and everyday practice are generally very different, it is more efficient to study either specifically for such an exam, or to study specifically for solving each case you encounter in everyday practice, rather than trying to study any material with the intention of covering both purposes. After all, you will become proficient at '''what you do''': If you read textbooks from front to back then you will become more proficient at reading textbooks from front to back, and if you study to solve everyday cases on your table then you will become good at that, whereas the best way of becoming more proficient at Internet denialist exams with multiple choice questions (MCQs) is to practice question banks with a similar MCQ format. There are multiple ones for that purpose (PathPrimer, PathDojo, BoardVitals and ASCP RQB), and you should preferably go through '''all of them''' and then repeat at least the questions you failed the first time, before continuing with any other types of study materials. People differ in their opinions of what are the best question banks, so form your own opinion which you think works best for you during the first round, and preferentially repeat those. By practice, your mind will in time be '''primed''' to select the most likely answer according to the epidemiology in the population you practice on, and when comparing to the real life population, the typical imaginary population in exams has for example a much higher rate of serious disease (particularly cancer) rather than benign, unspecific or artefactual findings. The exam population also has a vast overrepresentation of very rare diseases that happen to be related to certain (but still not directly clinically useful) molecular processes. For example, an exam patient with bleeding diathesis has a relatively high probability of having for example Bernard–Soulier syndrome because it is related to a receptor of the clotting cascade. After you are done with the exam, you need to more or less re-prime yourself back to the real population where for example idiopathic thrombocytopenia is far more common. For highest yield, study as follows:

Mikael Häggström: over time

2024-02-06T16:54:31Z

over time

← Older revision		Revision as of 12:54, 6 February 2024
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	\|author2=		\|author2=
	}}		}}
	This section consists relatively more of opinions based on experiences by the author rather than hard science, but is nevertheless aimed at maximizing the potential of any reader to do the greatest amount of net benefit to patients ~~in a cost-effective way~~.		This section consists relatively more of opinions based on experiences by the author rather than hard science, but is nevertheless aimed at maximizing the potential of any reader to do the greatest amount of net benefit to patients over time.

	==Downloading pay-walled articles and books for free==		==Downloading pay-walled articles and books for free==

Mikael Häggström: benefit

2024-02-05T17:41:10Z

benefit

← Older revision		Revision as of 13:41, 5 February 2024
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	</gallery>		</gallery>
	Although this resource outlines what you should focus on learning for everyday pathology practice, also keep in mind that '''nothing forbids you''' from learning less useful knowledge, such as reading pathology-related trivia for fun in your leisure time. Also, keep in mind:		Although this resource outlines what you should focus on learning for everyday pathology practice, also keep in mind that '''nothing forbids you''' from learning less useful knowledge, such as reading pathology-related trivia for fun in your leisure time. Also, keep in mind:
	*'''For real patients: cheat!''' In reality, do what it takes to achieve the best outcomes for your patients, including what would be considered cheating if it was an Internet-denialist exam, such as looking things up on the Internet, asking colleagues and/or other shortcuts that are legal in real life.		*'''For real patients: cheat!''' In reality, do what it takes to achieve the best outcomes for your patients, including what would be considered cheating if it was an Internet-denialist exam, such as looking things up on the Internet, asking colleagues and/or other shortcuts that are of benefit and legal in real life.
	{{Bottom}}		{{Bottom}}

Mikael Häggström: /* How to deal with Internet denialists and their exams */ +Image

2024-02-05T17:38:21Z

How to deal with Internet denialists and their exams: +Image

← Older revision		Revision as of 13:38, 5 February 2024
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	==How to deal with Internet denialists and their exams==		==How to deal with Internet denialists and their exams==
	[[File:The Internet denialist teacher.png\|thumb\|230px\|A common mindset of Internet denialist teachers.]]		[[File:The Internet denialist teacher.png\|thumb\|230px\|A common mindset of Internet denialist teachers.]]
			[[File:No frying pans allowed on exam, shorter version.png\|thumb\|Internet is now an essential tool in pathology practice, comparable to kitchen utensils for a chef. Training and examination that denies the usage of Internet is therefore counterproductive.]]
	[[File:Louis Pasteur with microscope.jpg\|thumb\|230px\|To help patients, you don't need to know who this is.<ref group=notes>The man in the historical picture is Louis Pasteur.</ref>]]		[[File:Louis Pasteur with microscope.jpg\|thumb\|230px\|To help patients, you don't need to know who this is.<ref group=notes>The man in the historical picture is Louis Pasteur.</ref>]]
	An Internet denialist is basically a person who probably knows about the existence of the Internet, but keeps teaching as if it didn't exist. The main problem is that when Internet denialist has memorized something, he or she often assumes that pathology trainees should memorize it as well, and will waste time and effort from the pathology trainee to memorize facts that can presumably always be looked up in time of need, and sometimes even practically useless information (see '''[[Learning pathology]]''' for memorization-worthy information). In reality, when something is encountered and looked up enough times, it will generally get memorized, and apart from the necessary items listed in the [[Learning pathology]] section, it is generally more efficient to let time tell which situations will be common versus uncommon, rather than trying to memorize knowledge that will likely never be needed. Thus, dealing with Internet denialists is probably one of the most time-saving and brainspace-saving skills of a pathology trainee.		An Internet denialist is basically a person who probably knows about the existence of the Internet, but keeps teaching as if it didn't exist. The main problem is that when Internet denialist has memorized something, he or she often assumes that pathology trainees should memorize it as well, and will waste time and effort from the pathology trainee to memorize facts that can presumably always be looked up in time of need, and sometimes even practically useless information (see '''[[Learning pathology]]''' for memorization-worthy information). In reality, when something is encountered and looked up enough times, it will generally get memorized, and apart from the necessary items listed in the [[Learning pathology]] section, it is generally more efficient to let time tell which situations will be common versus uncommon, rather than trying to memorize knowledge that will likely never be needed. Thus, dealing with Internet denialists is probably one of the most time-saving and brainspace-saving skills of a pathology trainee.

Mikael Häggström: /* Downloading pay-walled articles and books for free */ Additional

2023-09-12T06:38:35Z

Downloading pay-walled articles and books for free: Additional

← Older revision		Revision as of 02:38, 12 September 2023
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	==Downloading pay-walled articles and books for free==		==Downloading pay-walled articles and books for free==
	[[File:Creation date of diamond open access journals.jpg\|thumb\|Timeline of the amount of journals that are created that are open-access and do not charge readers or authors. When you freely download knowledge that was meant to be pay-walled, you essentially cause a risk of bankruptcy of the bureaucracies that sell such closed-access resources, stopping them from attracting doctors, researchers and other authors who want to share their knowledge. Such authors will then be left with the choice of using viable open-access systems like these in the first place, which is most definitely a good thing.]]		[[File:Creation date of diamond open access journals.jpg\|thumb\|Timeline of the amount of journals that are created that are open-access and do not charge readers or authors. When you freely download knowledge that was meant to be pay-walled, you essentially cause a risk of bankruptcy of the bureaucracies that sell such closed-access resources, stopping them from attracting doctors, researchers and other authors who want to share their knowledge. Such authors will then be left with the choice of using viable open-access systems like these in the first place, which is most definitely a good thing.]]
	'''Sci-Hub''' gives you access to vast numbers of otherwise closed-access articles that you would otherwise have to pay to view. Similarly, '''[https://libgen.rs/ Libgen]''' ~~and~~ '''[https://z-lib.org/ Z-Library]''' offer you to download copyrighted textbooks for free, such as for the WHO Classification of Tumours, and the AJCC Cancer Staging Manual. If your hospital or other location blocks access to such pages, or if you are worried about cyber-police, it is possible to use your own smartphone to access such articles, potentially using VPN to browse anonymously (although the cyber-police have better things to do than to hunt individuals who download educational material for personal use). You are more likely to access such a site by adding "mirror" to the Google search, such as ''sci-hub mirror'', as mirror pages generally work even if the main site is blocked.		'''Sci-Hub''' gives you access to vast numbers of otherwise closed-access articles that you would otherwise have to pay to view. Similarly, '''[https://libgen.rs/ Libgen]''', '''[https://z-lib.org/ Z-Library]''' and '''[https://www.pdfdrive.com/ PDFdrive]''' offer you to download copyrighted textbooks for free, such as for the WHO Classification of Tumours, and the AJCC Cancer Staging Manual. If your hospital or other location blocks access to such pages, or if you are worried about cyber-police, it is possible to use your own smartphone to access such articles, potentially using VPN to browse anonymously (although the cyber-police have better things to do than to hunt individuals who download educational material for personal use). You are more likely to access such a site by adding "mirror" to the Google search, such as ''sci-hub mirror'', as mirror pages generally work even if the main site is blocked.

	Using such sites can not be recommended, as the provide their content illegally. It can be argued, however, that circumventing pay-walls is '''ethically right''' if you use the knowledge therein to help others and thereby cause an overall good effect in the world.		Using such sites can not be recommended, as the provide their content illegally. It can be argued, however, that circumventing pay-walls is '''ethically right''' if you use the knowledge therein to help others and thereby cause an overall good effect in the world.

Mikael Häggström: /* How to deal with Internet denialists and their exams */ +The Internet denialist teacher.png

2023-07-24T21:01:03Z

How to deal with Internet denialists and their exams: +The Internet denialist teacher.png

← Older revision		Revision as of 17:01, 24 July 2023
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	==How to deal with Internet denialists and their exams==		==How to deal with Internet denialists and their exams==
			[[File:The Internet denialist teacher.png\|thumb\|230px\|A common mindset of Internet denialist teachers.]]
	[[File:Louis Pasteur with microscope.jpg\|thumb\|230px\|To help patients, you don't need to know who this is.<ref group=notes>The man in the historical picture is Louis Pasteur.</ref>]]		[[File:Louis Pasteur with microscope.jpg\|thumb\|230px\|To help patients, you don't need to know who this is.<ref group=notes>The man in the historical picture is Louis Pasteur.</ref>]]
	An Internet denialist is basically a person who probably knows about the existence of the Internet, but keeps teaching as if it didn't exist. The main problem is that when Internet denialist has memorized something, he or she often assumes that pathology trainees should memorize it as well, and will waste time and effort from the pathology trainee to memorize facts that can presumably always be looked up in time of need, and sometimes even practically useless information (see '''[[Learning pathology]]''' for memorization-worthy information). In reality, when something is encountered and looked up enough times, it will generally get memorized, and apart from the necessary items listed in the [[Learning pathology]] section, it is generally more efficient to let time tell which situations will be common versus uncommon, rather than trying to memorize knowledge that will likely never be needed. Thus, dealing with Internet denialists is probably one of the most time-saving and brainspace-saving skills of a pathology trainee.		An Internet denialist is basically a person who probably knows about the existence of the Internet, but keeps teaching as if it didn't exist. The main problem is that when Internet denialist has memorized something, he or she often assumes that pathology trainees should memorize it as well, and will waste time and effort from the pathology trainee to memorize facts that can presumably always be looked up in time of need, and sometimes even practically useless information (see '''[[Learning pathology]]''' for memorization-worthy information). In reality, when something is encountered and looked up enough times, it will generally get memorized, and apart from the necessary items listed in the [[Learning pathology]] section, it is generally more efficient to let time tell which situations will be common versus uncommon, rather than trying to memorize knowledge that will likely never be needed. Thus, dealing with Internet denialists is probably one of the most time-saving and brainspace-saving skills of a pathology trainee.

Mikael Häggström: /* How to study for Internet denialist exams */ Expanded

2023-07-12T19:24:38Z

How to study for Internet denialist exams: Expanded

← Older revision		Revision as of 15:24, 12 July 2023
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	*Any statement that a disease would '''never''' have a certain feature can generally be regarded as false, since even exam makers cannot exclude that such a feature may at some point occur somewhere in the world.		*Any statement that a disease would '''never''' have a certain feature can generally be regarded as false, since even exam makers cannot exclude that such a feature may at some point occur somewhere in the world.
	*If you don't know the answer directly, try to put yourself in the '''mind of the creator''' of the question, who often wants to prove a certain point, often something unexpected, and favor answers that conform to such an intention.		*If you don't know the answer directly, try to put yourself in the '''mind of the creator''' of the question, who often wants to prove a certain point, often something unexpected, and favor answers that conform to such an intention.
	*Focus on what is '''easy to memorize and retain''', and skip what takes long time to learn and has a relatively high risk of being forgotten before the exam (and it is not memorization-worthy besides for exams). It is easier to remember things that are logical and reasonable. In contrast, examples of look-up information topics that are generally hard to remember and quickly forgotten include chromosome numbers for various mutations, lists of immunohistochemistry and genetic results for diseases, and most large tables. Focus on memorizing such information only after you feel you've already memorized everything that is easy to learn and remember.		*Focus on what is '''easy to memorize and retain''', and skip what takes long time to learn and has a relatively high risk of being forgotten before the exam (and it is not memorization-worthy besides for exams). It is easier to remember things that are logical and reasonable. In contrast, examples of look-up information topics that are generally hard to remember and quickly forgotten include chromosome numbers for various mutations, lists of immunohistochemistry and genetic results for diseases, bacterial profiles, and most large tables. Focus on memorizing such information only after you feel you've already memorized everything that is easy to learn and remember. If a pathology exam includes multiple subspecialties but is scored by total points, without a requirement to pass each subspecialty, you can skip such problematic topics altogether in order to focus on material that is memorization-worthy and memorizable.
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	File:Autosomal recessive inheritance for affected enzyme.png\|An example of where reasoning can be used to memorize several pieces of look-up information is that hereditary defects in enzymes are generally inherited in an autosomal fashion because there are more non-X chromosomes than X-chromosomes, and a recessive fashion because the enzymes from the unaffected genes are generally sufficient to prevent symptoms in carriers.		File:Autosomal recessive inheritance for affected enzyme.png\|An example of where reasoning can be used to memorize several pieces of look-up information is that hereditary defects in enzymes are generally inherited in an autosomal fashion because there are more non-X chromosomes than X-chromosomes, and a recessive fashion because the enzymes from the unaffected genes are generally sufficient to prevent symptoms in carriers.