Strategies for Better Studying (Part 3)

“Premature optimization is the root of all evil.”

Donald Knuth (1938 – )

Check out the first and second parts! This is part 3 of my buffet of study techniques. Be sure to check out my post on Active Recall and Spaced Repetition to learn the main principles which efficient and effective studying is based. Applying methods without understanding the principles is a great way to waste time and energy, but once we understand the principles then we can mix and match the different strategies to develop our own personalized study system.

Scope the Subject

I first brought up the idea of Scoping the Subject in my post on Note-Taking. Scoping the subject is most effective when we do it at the beginning of a study session or when we are learning something new. It is simply asking yourself how much you already know about a subject before diving in.

Scoping the subject has many forms. One of them is through a mind map, which I also talk about in my Note-Taking post. Through creating a mind map, we can easily visualize the information we know and how they are related to each other.

Another way to scope the subject is to skim through the chapter of a textbook and noting any recurring words, phrases, or topics that you are not familiar with. These little holes of unknown are going to be landmarks, so to speak, that our minds will be on the lookout for when we actually learn the material. This is gives our minds an aim. Without an aim, it is extremely difficult to know what to pay attention to. The idea of people needing aims and direction can be taken much further than studying and I talk a lot about it here. People need purpose and purpose only exists in relation to something else. Scoping the subject gives us that reference point necessary to relate to something.

One more extremely helpful aspect of scoping the subject is having a ready made list of the concepts that we need to know. This list can be prioritized which is key to scheduling and timetables.

Build Knowledge Frames

I brought this up in my note-taking post a little while ago. Knowledge Frames work fantastic with mind maps. In a sense, mind maps are a type of knowledge frame. Knowledge Frames can be thought of as a generalized representation of a concept which smaller details can easily be attached.

I originally head of this idea from Dr. Andre Pinesett, a Stanford trained medical doctor who is an expert in student success. He says that students should build a simple understanding of a concept, then expand on that simple frame by adding details to it later on. In one of this long-form videos, he brings up learning the flow through the heart, a concept which most people find difficult to commit to memory.

The best part about knowledge frames is being able to learn these complicated ideas easily and simply. I used knowledge frames to help me memorize blood flow through the heart during EMT school. I’ll show you how I did it here –

One could simply memorize the flow of blood through the heart:

Vena cava → right atrium → tricuspid valve → right ventricle → pulmonic valve → pulmonary artery → lungs → pulmonary veins → left atrium → bicuspid valve → left ventricle → aorta → the rest of the body…

….but that’s not intuitive if you aren’t familiar with anatomy. The best way to memorize the flow isn’t through brute force memorization, but through knowledge frames.

First, we have to create a simple and generalized conceptualization of blood flow through the heart:

The Heart

This is the heart, or at least an extremely simplified version of it. This box will be our initial knowledge frame. As long as we think about the heart like this, it will be easier to learn the smaller details. Now that we’ve build the foundational structure, let’s hang some details on it.

Blood only comes into the heart through the atriums, from the top. It starts a the right atrium.

Entry into the Heart

There are 3 valves between each opening so the blood doesn’t flow backwards. The names are tricuspid, bicuspid, and pulmonic. The tricuspid and bicuspid valves are between the atrium and ventricles and the pulmonic valve is between the right ventricle and the lungs.

I remember this through the classic mnemonic “Try it before you buy it.” The pulmonic valve is named such because it leads to the lungs and things related to the lungs are known as pulmonary.

Veins carry blood towards the heart and arteries carry blood away from the heart so the blood leaves the right ventricle through the pulmonary artery and enters the heart through the pulmonary veins.

Veins, Arteries, and Lungs

The blood enters through the superior and inferior vena cava and exists through the aorta.

Further Specify Enter and Exit

And there you have it! The entire flow of the heart in 4 steps. We can always memorize complex systems and ideas, but chances are there’s a way to understand these things that are less burdensome. Now that we’ve created a knowledge frame, I recommend drawing out the frame in its entirety for active recall.

I’ve also used this idea (before I knew it had a name) in my chemistry classes to learn VSEPR theory in a simple and intuitive way. I’ve also used it to understand cellular respiration and all its’ little details. It’s difficult and time consuming to create knowledge frames but once they are made, they are invaluable, our understanding becomes solidified, and our retention skyrockets.

Find ways to simply concepts, then hang the smaller details on your frame.

Clearly Articulate Failure and Success

“When things cannot be defined, they are outside the sphere of wisdom; for wisdom knows the proper limits of things.”

Seneca (Letters from a Stoic XCIV – On the Value of Advice)

This is an applied idea from the lessons in my posts about drifters and definitive purpose, the reality-possibility exchange, tracking and loss aversion, and the power of failure. We are purpose driven creatures and we need to strive towards something. Having something to specific to strive for does us a lot ot good not just because we experience dopamine releases observing ourselves move towards goals, but because it can help us stay on track.

Always set an intention with every study session, set clear boundaries for failure and success. This is so we know when we’ve finished studying and when we’re behind. I don’t mean using time as a measurement. Have concrete goals that you can measure yourself up against.

This can look many different ways depending on the situation. When I’m working with my students, my goal is usually to do practice questions that cover the topics they will be tested on until they are able to complete the problems without mistakes. Sometimes, I’ll have less qualitative specifications for a study session. If time is short, I may say that the student has to do at least 20 practice problems.

My girlfriend is currently studying for the MCAT and she has the goal of finishing 1 chapter of new information per day. This way, she’ll know when she will actually be done studying. Rather than aimlessly trying to “study as much as we can,” we know exactly when we are done for the day.

As with most of the things I like to share, this lesson can be taken much further than simply studying. Articulation is the highest level of understanding and paying attention to how well articulated our goals and boundaries are will change our lives for the better.

Apply this to any endeavor you choose and watch your accomplishments slowly grow.

Past Papers, Exams, and Essay Plans are Crucial

I mean this with my heart and soul. Textbooks, the internet, fantastic tutors, friends are all great resources but nothing compares to old exams and thorough plans.

When we study for an exam, we want to be able to answer the questions that come up on the test and the best way to do that is to practice recalling the concepts that will be covered on that test. When many students, including myself, try to create active recall questions they inevitably wonder if the questions they’re using are sufficient for the exam.

How do we know we’re studying the right questions?

I can’t tell you how many times I’ve heard and thought “I didn’t study any of the stuff that was actually on the test.” There are few things that suck more than preparing for the wrong situation, especially if the stakes are high. Studying the wrong material sucks so bad. We put in the work, only to discover that we’ve sacrificed the wrong thing.

Nothing is better than studying old exams or past papers, especially if those tests were administered by the same professor! This way we’ll already know what their tests are like. We will know what types of questions to expect, the wording of the questions, the length of the exam, and so many other things. By reviewing an old test, we remove a lot of the uncertainty surrounding it, which gives us more confidence and lowers our need for anxiety. Anxiety is our response to preparing for unknown variables and studying past exams takes out many unknowns.

If old exams aren’t accessible, practice tests are usually supplied at the end of a chapter which cover the 80/20 of the need-to-know for most STEM classes.

If you have to write an essay, examine the structures and characteristics of past essays can provide a stronger structure to work with especially in timed constraints. Read over an old essay and ask:

  • How did they structure this paper?
  • Why did they structure it that way?
  • What are weakness of this paper? Avoid those.
  • What are strengths of this paper? Mimic those.

Plagiarism is a terrible thing, but finding inspiration from others is totally fair game. In Austin Kleon’s Steal Like an Artist, he talks about the uniqueness of each individual how that affects our ability to imitate. Kleon suggests that if one were to try to make a copy of another’s work, individualism would influence the work enough to create something new. I believe this is so true! By allowing ourselves to be influenced by our surroundings, we are naturally influencing the world around us. When we look over old papers, I suggest mimicking as much as possible. Allow your own voice to shine through, but steal the concepts, plans, and ideas and make them your own.

Once the ideas for the essay are gathered, write out an outline over and over and over and over and over until you can write that essay in your sleep.

Be Mindful of Diminishing Returns

“The last 10 percent of performance generates one-third of the cost and two-thirds of the problems.”

Norman R. Augustine (1935 – )

The idea of unproportional output to input is found in so many places and has been given many different names from many different people. The 80/20 rule is a fantastic example. I think everyone should spend a little time learning about these different observations and natural phenomena because the knowledge of these ideas changes how we would approach situations in a more powerful way. These ideas are powerful because they are based on the assumption that diminishing returns are something to pay attention to.

The Point of Diminishing Return is a phenomena of systems and it is the point when the ratio of output/input has decreased to a point where it’s no longer reasonable to continue. In terms of studying, this is the point when you would have to put in MORE effort to be able to learn LESS information. The point of diminishing returns eventually turns into Negative Returns, which should be avoided at all costs.

f(x) = x^(1/2) ish?

Derek Sivers has a fantastic story about him biking which illustrates this idea perfectly, I write about it in my post Another 5 More Tips for Better Scheduling. 45 instead of 43 is the preferred method of doing things.

Ramit Sethi also preaches his idea of “getting the big wins” and moving on with his life, which also is predicated on the idea of calling it quits at the point of diminishing return. Ramit calls it The 85% Solution – get 85% of it right and move on! I love this because it allows us the freedom to leave if something takes too much of our precious and nonrenewable attention. I do this all the time with my students, if we come across a problem that takes 20 minutes for us to complete I would either try to break down the concepts into smaller chunks or just leave it. I will literally say “don’t worry about this and plan to get it wrong on the test.” This idea shocks people, but it gives us the freedom to move on and cover other material. When it comes to studying rather than use the 85% solution, I say do the 90% solution – get 90% of it right and move on.

One thing to consider is where the point of diminishing returns actually is. One person’s point of diminishing return can look different from another’s. So the question is –

What determines our own point of diminishing returns?

I believe it’s a few different things, but the biggest factor lies in our trajectory. Our future plans decide where our point of diminishing returns are. This is another reason why Clearly Articulating Failure and Success is critical to being a better student. Where we are going decides what our present circumstances mean to us and through clearly defining where we are headed, we can more easily determine if our efforts are worth it.

We don’t have the energy to fight every battle. We must pick and choose. Know when it’s time to back away and know when it’s time to push.


“He listens well who takes notes.”

Dante Alighieri (1265 – 1321)


I like to keep in mind that no one way of taking notes is the best way overall. Notes are best used for recording information and some of these methods can double as fantastic study tools, but I don’t recommend making notes as a form of studying. Some methods will be better for certain situations and it’s up to us to decide what’s best for ourselves. These are a few methods to add to your arsenal. The best part of having access to different method is being able to combine them with each other to make your own unique method. Remember, you know yourself best when it comes to your learning and what works for you. Try out a few of these popular methods and tweak/modify them to fit you to get the most out of this.


The simplest method to take notes. Good for lectures or textbooks. You start with main ideas listed as a bullet point then supporting details will be listed under that. Eventually, you will have an organized system of key ideas. This blog post was originally designed using the outline method!

Outlining has its perks but be aware of thoughtless recording. Sometimes when we’re outlining we tend to write down non-crucial information, which takes cognitive resource away from more high-yield concepts. It’s easy to mindlessly copy everything the professor is saying without internalizing it and putting in the effort to learn the material.

This is an excellent method for taking notes on a laptop if your class allows for that. I did my fair share of handwritten outline notes in high school, then in college I typed most of my notes outline style in my humanities classes. I don’t recommend this style for math and physical science classes but it’s great for other classes like history or psychology.


  • Great if a teacher provides an outline where the readings contain many clear headings and sub-headings
  • Results in well-organized notes
  • Indentations and groupings show relationships between information
  • Main points/headings can be used as active recall study questions


  • This system is hard to use if the lecture is moving too fast
  • Permits Thoughtless Recording
  • Must be careful to maintain organization

Mind Mapping

This method is great for visualizing large amounts of information. You can also use mind mapping as a form of active recall. So it’s a great tool to use when first studying a new subject. Mind mapping can be a way for you to write down everything you know without having to write paragraphs on paragraphs.

To use mind mapping you want to start by writing the overarching topic in the center of your paper and put a circle around it. Then write down words that are related to that topic by branching out. Then flesh out those branched words with more words. Eventually you will have a giant web of concepts/topics/and words that will all be related and the relations will be very easy to see.

I don’t recommend this method for taking notes in class but their great for reviewing and getting an idea of how much you know about a topic. Mind maps shine brightest when we are scoping the subject. That is when we ask ourselves how much we know about something before we start studying. It gives us a frame to hang the new information on when we learn something new, which helps with information retention. Mind mapping can build knowledge frameworks, which are powerful for understanding complex systems.


  • Great visual aid
  • Fantastic for recording ideas when brainstorming
  • Great method for less structured lectures
  • Engages multiple sense when we learn which improves information retention


  • Not suitable for all learning situations
  • High distraction potential
  • Time consuming
  • Extra supplies required
  • Details can be easily missed

The Boxing Method

This method involves taking related notes and organizing them into boxes to get a better idea of which concepts are related and which ones aren’t. Typically we would write all of the notes from our session, be it lectures or textbook reading, and organize the notes into boxes later. An iPad or other tablet with a note-taking app, like Notability, would probably be best for this method but you could also write your notes and rewrite them in boxes later. This can help with learning the relations between different ideas and focusing on one idea at a time.


  • Easy to see the relationships between details
  • Keeps notes organized
  • Good for textbooks or organized lectures


  • Not great for disorganized lectures
  • More nuanced connections aren’t easily represented

The Slides Method

In college, there’s a common technique to take notes on PowerPoints where students will write down anything that is not included in the PowerPoint. College professors will often post their lectures online and students will print them out before class with the intention to use them as notes.

To be honest, this is a pretty lazy way to take notes but it can also be incredibly efficient. Since most of the information is already recorded for you, the majority of your energy can be spent paying attention to what the professor is actually saying. Instead of focusing on writing down everything the professor says, you can just write down the facts that are not included on the slides. Just be weary that the information that you do not write down still must be consolidated in some fashion, so try to make sure that you spend time after class accommodating those concepts.

Do not let the laziness take over! Be careful with this method, it can lead to a lot of information being overlooked.


  • Most of the information is already recorded
  • You can focus on what the professor is saying
  • Won’t miss key concepts


  • Encourages passive learning
  • Small details are not as easily recorded
  • Could decrease engagement in class

Cornell Notes

Originating from Cornell University, this is probably the most famous note taking system consequently making it the most misused note taking system. In order for it to work, like most things, it must be used properly. This system was designed to help us create an efficient way to review our notes after our lectures and properly increase retention.

To use this method properly we divide our notes into three distinct sections.

  1. The question column – this section is to contain questions that are answered in our note-taking column and are designed to be the questions that we want to use when reviewing time comes along. Usually these questions will cover main ideas within the lecture, but sometimes they can cover specifics also.
  2. The note-taking column – this is where the bulk of our notes will be. We can use any method to take notes here. Most people typically use the outlining method. This is where we would look to find the answers of our questions if we aren’t able to answer them during our review phase.
  3. The summary column – this section will be at the end of our notes. To get the most out of the Cornell method its best to take 2-5 minutes at the end of a lecture to summaries the main points to remember. This gives us a great resource to look back on later to find out what this set of notes contains but also gives us an opportunity for active recall practice to help with retention. If we’re going to use Cornell notes, it’s imperative to do this section, the retention we get just by spending 2-5 minutes writing the summary saves us hours in studying later!


  • Organized on multiple levels
  • Doubles as a great review tool
  • Encourages active learning


  • Summary and questions require more effort
  • The note-taking column has limited space on a standard piece of paper

The Flow Method

Developed by Scott Young, a writer best known for going through MIT’s computer science curriculum in just one year. He claims that our brains store information in unique ways that do not mimic the way we write them in our notes and in order to make effective notes, we must record information the way that our brains encode it. The question would then be, how do we know how our brain will store information? The answer would be that we write our notes however we see fit, in a new creative way. By doing it this way, our notes will most resemble how we make sense of the information in our heads. Making note-taking a creative process will help the information find a nice home in our mind. The Flow Method is based on 3 principles, simplify, visualize, and make connections.

The Flow Method has many different forms and that’s what makes this method difficult to perfect. I do not recommend this method for all subjects, but it would be best for reviewing in detail-dense classes like anatomy, physiology, or biochemistry.

To effectively implement the flow method we can do a few things to get started:

  • Use arrows to connect terms and ideas
  • Write new concepts in your own words and relate them to things you already understand, even things that aren’t related to the new concepts
  • Create new metaphors to explain the ideas
  • Draw pictures and funny doodles to represent new information
  • Create flow charts or algorithms to represent how the new concepts relate to the big picture
  • Capture the information in a pyramid or hierarchy


  • Simple if done correctly
  • Captures complex and nonlinear ideas easily
  • Great for detail dense subjects
  • Creative process


  • Requires understanding of your own mind
  • Has the potential to be disorganized

The Charting Method

Taking notes helps with the learning process, but reviewing and studying should be done with active recall. Some of these methods are great for active recall, while some require some modifications. The charting method is a general term for organizing information in a chart. The chart can look like a box with columns like this:

Or a venn diagram or T-Chart like these:

Charting is fantastic for capturing and organizing high yield information. A good chart will have all the pertinent information you need to know without bogging you down with extraneous facts. Making charts or recreating them from scratch can be a fantastic form of active recall as well.


  • Reduces amount of writing
  • Compares similar topics easily
  • Great for memorizing and comparing facts
  • Fantastic tool for scoping the subject


  • Chart organization can be difficult for new information
  • Requires additional time to create chart
  • Some details may not fit in chart categories

Handwritten vs. Typed Notes

In high school, I mainly hand wrote my notes and in college (for my non-STEM classes), I typically typed my notes. Each has their pros and cons and each have their time and place. When we hand write our notes, our brains uses more neurons and our minds use more effort to record the information which results in higher retention. When we type our notes, our brain and mind uses less energy and we are less likely to remember what we typed. However, typing notes is much faster than writing and we are able to record more information than we would have if we recorded by hand. Typing has a narrow scope when it comes to academic subjects. I wouldn’t recommend typing notes in a math, chemistry, or physics class but typing can do wonders in a social science, history, or humanities course.

When we hand write notes we get a little less effectiveness for efficiency and with typing we get more efficiency for effectiveness. When we hand write our notes, we should take extra precautions to make sure that we aren’t missing valuable or crucial information. When we are typing our notes, we should spend a little extra time going over the material to make sure it really sticks. I recommend using my method of systemic consolidation. It’s efficient, effective, and supported by evidence based theories about learning.

Effectiveness and efficiency aren’t the only trade offs when it comes to handwriting and typing notes. There is also the trade of syntax and meaning. Typing gives us more syntax but less meaning and learning lies in the meaning. This is why we are more inclined to forget new information that we typed. We get more of what our instructor is saying, but we take in less of what they mean. On the flip side, when we’re writing, we get less syntax and more meaning. We aren’t trying to write down every word the instructor says (less syntax); we try to figure out what they mean and quickly record something that can represent it (more meaning). This synthesis step we take when we’re handwriting something is why we remember what we write down better than what we type.

This video does a great job comparing handwritten and typed notes and highlights a few of the points I touched on earlier.

Trace is a pretty cool guy

Nowadays, we can get access to the best of both worlds with pretty low friction. My iPad pro with the Apple Pencil are great for combining the speed and efficiency of computer notes but also gives me the option to draw diagrams and encode information at any given moment. You don’t necessarily need an iPad pro and the Apple Pencil, this can work on any tablet that supports a stylus! I love that we have tech that can further our learning capabilities so easily. Tablets can be a pretty hefty investment, but I highly recommend getting one not only for the note taking purposes but because it can remove the friction to a lot of other productive behaviors like reading. I’m all for investing in things that make doing our ideal habits easier and more fun.

When do you use each method?

When thinking about which method of notes to record in a class, it’s important to consider what kind of class it is. Understanding the class structure will help you answer questions like

Is it better to handwrite these notes or type them?

Should I draw a diagram or just jot down bullet points?

What should my notes look like?

There are two categories classes can fall into, concept based and fact based. Concept based classes are usually the math and physical science type classes where we are expected to learn a concept and apply them broadly over many different situations. The concepts are usually simple to understand but the difficulty comes from being able to apply them in different contexts. Fact based classes are usually the history, social, and life science type classes where we are expected to memorize facts and synthesize an understanding of a bigger picture. The facts usually aren’t difficult to make sense of and the difficulty of these classes typically comes from the high volume of information we are responsible for knowing. From my experiences as a student and tutor, I’ve noticed that the handwritten flow method is best for most concept based classes and typed cornell notes or charting notes are better for fact based classes, but I encourage you to find what works best for you. Note taking takes a while to develop, especially when developing the little adjustments for yourself

Systemic Consolidation & Expansion

Note taking is a useful skill in the world of academics but it isn’t an effective way to review material. Some methods, like the cornell notes, are designed to be used later as an active recall resource but with systemic consolidation, all of your notes can be effective active recall resources. The idea is to shrink down your notes into a smaller space. I don’t mean write smaller, I mean try to capture the same ideas in less physical space. This is useful for a few reasons:

  • it forces you to cut extraneous information
  • it encourages you to develop a special neural pathway to recognize the same information from less cue input
  • you end up being able to recall most of the information in the process

Back in college, my engineering professors allowed us to use one notecard on the test with anything written on it. We could write examples, formulas, concepts, sentences, pictures, anything as long as it fit on a notecard. (As my classes got more difficult, that notecard grew to an entire sheet of paper.) My classmates and I took advantage of this situation and wrote down as much as we could on those little notecards. We weren’t able to literally fit everything, so we had to be smart and intentionally choose what to save in the notecard. This process of separating the wheat from the chaff helped me learn a huge portion of the material and by the time the test came, I rarely had to use my cheat sheets. After discovering this little trick, I periodically consolidated my notes every exam. This not only allowed me to review for my exams effectively and efficiently, but it gave me clear and powerful study resources that came in clutch during finals week. Taking notes alone isn’t an effective study technique, but when its coupled with systematic consolidation, any note-taking method can be made great!

Making things smaller isn’t the only way to use notes effectively. Systemic expansion is a fantastic option to further enhance and deepen our understanding. I like to use this method to make my online content. The main idea is to expand on the knowledge you are trying to understand by incorporating it within a larger creative project. As a tutor, I know when I learn something for the first time there are going to be gaps in my knowledge and if I’m going to be able to disseminate knowledge that will actually help students, then I need to make sure my own knowledge is thorough and accurate. Through systemic expansion, I give myself an opportunity to articulate my thoughts more clearly and examine gaps in my understanding. As much as I’ve rejected the idea, writing is rewriting.

Nerdy Workflow

When I learn something new that I may want to share with someone later I usually take notes in my notes app that comes on my iPhone. This is mainly because of convenience, it’s easy to quickly catch a thought in my notes while I have it. There isn’t anything special about the notes app in particular. Once I get some time to actually think about the idea deeply I organize it in Microsoft OneNote into it’s appropriate notebook. I like OneNote’s notebook-section-pages organizational style, it adds structure to my content. Right now, I have three main notebooks that I split up my interesting ideas into. There are two notebooks geared towards education and building a curriculum that enhances the education of students using the current system in place. One notebook is for my (future) online course and another is for the in-person course. The third notebook I have is a collection of ideas for creativity and the creative process. Each notebook then has their own sections and each section has subsections (pages) that I can use to specifically categorize each bit of information. Each of these ideas is then fleshed out in a blog post! I plan on taking these ideas even further by turning them into youtube videos, lectures, and hopefully books! This process is long, effortful, and difficult but my understanding and knowledge of each idea will grow and be strengthened through every step of the way.

When practicing systemic expansion, you don’t have to expand in these exact steps. Get a feel for how you would like to expand on your ideas. Creating something out of the knowledge that we are trying to learn is the best way to encode information that sticks around for the long run. If you’re interested in maximizing your understanding, periodically consolidate your information but expand on the ideas in a creative project that spans over the medium to long term.

Thoughts on Highlighting

Throw away your highlighters! Highlighting is not an effective use of your time. It’s an example of prioritizing short term over long term. It feels good and productive to highlight things in a textbook, but in order to encode the information in ours heads we would need to reread those sections again instantly doubling our work! The reality is we would probably have to read outside the highlights for context potentially tripling our work. Highlighting is one of those methods that breeds more work and the benefits you do get from highlighting are not worth the time. You are better off using one of the methods mentioned above incorrectly than highlighting.

I suggest finding other methods that work best for you. The methods I listed here are popular and effective but we all know ourselves best. Becoming a great note taker is a personal art and needs to be formed over time, so try different things out and see what works best for you. Remember, making notes is not a reliable form of studying, I recommend practicing systemic consolidation or expansion as a replacement! Taking good notes is a skill and because of that we aren’t going to be pros at it when we first become intentional with our note-taking. It will take us at least 20 hours to learn how to take effective and efficient notes. With learning new skills, there is a transition curve that we follow. So if at first your notes aren’t stellar, keep at it diligently and actively find ways to improve. Over time you’ll become a master and recording information will be second nature, especially after designing a system that works best for you!