Working on the pre-requisites: short term memory

Where Do I Go from Here with My Life?: A Very Systematic, Practical, and Effective Life/Work Planning Manual for Students, Instructors, Counselors, Career Seekers and Career ChangersSo I have been accepted to and am joining a specially funded Health Informatics master's degree program for career changers. I was accepted based on my many years of administration, teaching and research in higher education. Guess what, though? Two pre-requisites I need to do on my own through on line study.

Anatomy and physiology and computer programming.

First the science: I had a good grounding in science and math in high school and received a NY Regents' diploma in these subjects. Yet, I never liked them and did not take them again through the rest of my formal education, except statistics in which I surprisingly did well.

The A and P course is designed for basic allied health fields and much of it is familiar to me from my past studying (1960s) and from reading. Yet, the sheer number of items to memorize is daunting. Adult education theory notes that while short term memory does increase with time, more complex memory dealing with connectivity and synthesization continues and expands as long as the brain is exercised. My memory of complex theories and issues are spot on, as is my ability to connect them and write and speak cogently about the various sub-texts.

But memorizing muscle groups and the identifying picture of mitachondria? Scary. So I using tools gained by some old practices, some general learned study skills and some new research. I am using flash cards but also concept cards.  I bought several review books like Dummies and Cliff notes to go over the basics and the review book with the text. I linked on to some college study sites and also some 3D sites of the body and some free open sources course work by top professors.

Another recent idea is to change  my study space often and in a diverse way. So I study for 30 to 45 minutes then get up and do an errand or get something to eat, nothing that will divert me for the long term. So I might fold laundry, make an appointment, write a bill, get the mail.I bring a book or my cards with me for any free moments.

I move around the house and outside and will go to the library and starbucks and the gym. I will walk when I tape some things. I listen to classical music. I spend some time staring into the middle distance.  I pet the cats. I eat protein and drink water.

I read scientific articles some of which I don't completely understand to see how, say, alcohol affects cells.
I have friends quiz me. When I get to real school, I will find out if anyone else is in the course and see if we can study or if there are study sessions, even with the other graduate programs.

I realize that this course is one which is called a "hurdle" or "stopgap"course for many who want allied health just like the old Org.Chem was and is for med students wantabees and stats are for education grad students. I realize that my memory is not as good as it was when I took science back when the beatles were in fashion. But I am motivated.

In a recent op-ed column Tom Friedman of the NY Times talked about the US being No. 11 in education in the world. Why? Sure a lot has to do with the system. But he also talks about students of today, not wanting to put in the effort, to sacrifice, to do the bloody boring basics before getting to the reward.

I am from an older generation and had a very traditional academic parochial education,  so my work and study habits are good, albeit a bit lazy in the sense of brain muscle.  So I must use all of my creative other strengths and knowledge of education, learning, adult education, tricks and a goal to help me through this particular path.

And, as an adult, not seeing this as a hurdle,but an important piece of the entire medical enterprise,the body.
What a privilege that I have and an opportunity.