Purpose
Most medical students complain of difficulty memorizing concepts and recalling them during examinations, and this leads to frustration and information overload. Medical school curriculums place emphasis on objectives based on Bloom's Taxonomy. The lowest-level objectives are based on remembering information. This information has to be memorized and recalled using different techniques for it to be embedded in short- and long-term memory. Even though information is memorized, it is not translated into actual understanding until the awareness of the gap is experienced by the student.

Methods
At the School of Medicine, at St. Georges University during the student academic advising, we have been introducing a specific technique that has benefited basic science medical students. The technique has been divided into three major parts for short term memory.

1. Introducing the Overview
• This includes putting information in chunks or regrouping it, sometimes based on objectives
2. Probing questions
• These questions encourage a deeper understanding of the concept and often begin with “what”, “why”, and “how”. This method leads the learner into the higher aspects of Bloom’s taxonomy such as analyzing and understanding.
3. Spaced repetition
• This increases long-term memory retention. Chunks of information are reviewed. Most students prefer to use flash cards (or apps such as ‘ANKI’), however, this can also be accomplished using a whiteboard.

Review of applied information will be running throughout the initial three parts for long-term memory.

Results
This method has encouraged over 350 students to categorize and review a vast amount of medical school in a very short time. In the follow-up meetings most (85 to 90%) have reported better understanding of applied information.

Conclusion
Organizing the information, using probing questions, and including spaced repetition appear to boost understanding and by extension exam success. Additional varied learning techniques may aid students' academic achievements.