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A secondary problem was that some students thought they were studying properly but were not. They were coming to exams without having a comprehenisve comprehensive set of facts about their topic or a deep understanding of its theoretical and technical aspects. Discussion with some students revealed they had a very poor approach to revision, (question spotting, caffeine-fuelled sessions the night before tests and a very superficial approach to conceptual understanding). However they did not all realise that their revision approach was poor and so a discussion of some recent research findings in the area of revision and study (e.g. sleep, interspersed active recall recall vs re-reading etc) was introduced.
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