Evidence, trainers and tools for doctors and medical students
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Book 8 · Teaching, mentorship and coalition building · Rung 1Book 8
For Doctors

Obesity Expertise · Book 8

Teaching, mentorship and coalition buildingRung 1 · Introductory

Teaching as a craft with evidence behind it

Dr. Harsh Maheshwari · Version 1.0 · updated 25 September 2026 · CC BY-NC-SA 4.0

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Why this book

Anyone who becomes good at a subject is soon asked to teach it, and later to lead the people who learn it. Both are usually done by imitation. This book treats teaching as a skill with evidence behind it: what the research on learning shows works, what it shows does not, and how to plan, run and measure one teaching session so that your learners can do something afterwards that they could not do before. It ends where leading people begins.

How to read it

Read Book 0 first, or at least the sections this book names as it goes. Then read this one in order. The book asks you to build one thing: a single session, taught to real learners, with a written objective and a measure of what they learned. Plan it as you read, and teach it when you reach the end.

1 Learning is what lasts, and how a session feels is not evidence of it

2 Testing a teaching method: the comparison, the delayed test and the size of the difference

3 Retrieval practice: pulling it out beats putting it in again

4 Spacing: the same practice, spread out, and how far apart

5 What does not work: rereading and highlighting

6 Learning styles: a popular claim that fails its own test

7 Explaining is how you find out whether you understand

8 Working memory is small: cognitive load, and effort that helps

9 Writing a learning objective that can be assessed

10 A test that matches the objective

11 Running one session around retrieval rather than transmission

12 Measuring what changed: pre-test, post-test, gain

13 Liking a session is not learning from it

14 Where teaching sits in Indian medical education

15 Leading people is a craft of its own

16 Words for how a team works

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  84. Dunlosky, John and Rawson, Katherine A and Marsh, Elizabeth J and Nathan, Mitchell J and Willingham, Daniel T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. 2013. 9 Distributed practice, opening paragraph, on cramming in the short term. https://doi.org/10.1177/1529100612453266 (accessed 2026-09-24).
  85. Dunlosky, John and Rawson, Katherine A and Marsh, Elizabeth J and Nathan, Mitchell J and Willingham, Daniel T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. 2013. 9.2d Criterion tasks, on immediate against delayed tests. https://doi.org/10.1177/1529100612453266 (accessed 2026-09-24).
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  120. Dunlosky, John and Rawson, Katherine A and Marsh, Elizabeth J and Nathan, Mitchell J and Willingham, Daniel T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. 2013. 4 Highlighting and underlining, opening paragraph, on treating the two as one technique. https://doi.org/10.1177/1529100612453266 (accessed 2026-09-24).
  121. Dunlosky, John and Rawson, Katherine A and Marsh, Elizabeth J and Nathan, Mitchell J and Willingham, Daniel T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. 2013. Reviewing the Learning Techniques, on the three overall ratings. https://doi.org/10.1177/1529100612453266 (accessed 2026-09-24).
  122. Dunlosky, John and Rawson, Katherine A and Marsh, Elizabeth J and Nathan, Mitchell J and Willingham, Daniel T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. 2013. Reviewing the Learning Techniques, on what a low rating can mean. https://doi.org/10.1177/1529100612453266 (accessed 2026-09-24).
  123. Dunlosky, John and Rawson, Katherine A and Marsh, Elizabeth J and Nathan, Mitchell J and Willingham, Daniel T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. 2013. Closing Remarks, Relative utility of the learning techniques, on what the ratings assess. https://doi.org/10.1177/1529100612453266 (accessed 2026-09-24).
  124. Dunlosky, John and Rawson, Katherine A and Marsh, Elizabeth J and Nathan, Mitchell J and Willingham, Daniel T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. 2013. Summary, the techniques rated low. https://doi.org/10.1177/1529100612453266 (accessed 2026-09-24).
  125. Dunlosky, John and Rawson, Katherine A and Marsh, Elizabeth J and Nathan, Mitchell J and Willingham, Daniel T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. 2013. Summary, the techniques rated high. https://doi.org/10.1177/1529100612453266 (accessed 2026-09-24).
  126. Dunlosky, John and Rawson, Katherine A and Marsh, Elizabeth J and Nathan, Mitchell J and Willingham, Daniel T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. 2013. 4.5 Highlighting and underlining, Overall assessment. https://doi.org/10.1177/1529100612453266 (accessed 2026-09-24).
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  136. Dunlosky, John and Rawson, Katherine A and Marsh, Elizabeth J and Nathan, Mitchell J and Willingham, Daniel T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. 2013. 7 Rereading, opening paragraph, the Karpicke et al. (2009) survey. https://doi.org/10.1177/1529100612453266 (accessed 2026-09-24).
  137. Dunlosky, John and Rawson, Katherine A and Marsh, Elizabeth J and Nathan, Mitchell J and Willingham, Daniel T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. 2013. 7 Rereading, opening paragraph, the same survey, the next clause. https://doi.org/10.1177/1529100612453266 (accessed 2026-09-24).
  138. Dunlosky, John and Rawson, Katherine A and Marsh, Elizabeth J and Nathan, Mitchell J and Willingham, Daniel T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. 2013. 4.1 Highlighting, the Fowler and Barker (1974) experiment, the first detailed finding. https://doi.org/10.1177/1529100612453266 (accessed 2026-09-24).
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  140. Dunlosky, John and Rawson, Katherine A and Marsh, Elizabeth J and Nathan, Mitchell J and Willingham, Daniel T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. 2013. 4.1 Highlighting, on overmarking. https://doi.org/10.1177/1529100612453266 (accessed 2026-09-24).
  141. Dunlosky, John and Rawson, Katherine A and Marsh, Elizabeth J and Nathan, Mitchell J and Willingham, Daniel T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. 2013. 4.1 Highlighting, on how much students mark. https://doi.org/10.1177/1529100612453266 (accessed 2026-09-24).
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  144. Dunlosky, John and Rawson, Katherine A and Marsh, Elizabeth J and Nathan, Mitchell J and Willingham, Daniel T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. 2013. Table 4, the Rereading row. https://doi.org/10.1177/1529100612453266 (accessed 2026-09-24).
  145. Dunlosky, John and Rawson, Katherine A and Marsh, Elizabeth J and Nathan, Mitchell J and Willingham, Daniel T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. 2013. Table 4, the Practice testing row. https://doi.org/10.1177/1529100612453266 (accessed 2026-09-24).
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  147. Dunlosky, John and Rawson, Katherine A and Marsh, Elizabeth J and Nathan, Mitchell J and Willingham, Daniel T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. 2013. Table 4, note, the I rating. https://doi.org/10.1177/1529100612453266 (accessed 2026-09-24).
  148. Dunlosky, John and Rawson, Katherine A and Marsh, Elizabeth J and Nathan, Mitchell J and Willingham, Daniel T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. 2013. Table 4, note, the P and N ratings. https://doi.org/10.1177/1529100612453266 (accessed 2026-09-24).
  149. Dunlosky, John and Rawson, Katherine A and Marsh, Elizabeth J and Nathan, Mitchell J and Willingham, Daniel T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. 2013. Closing Remarks, on cells with two ratings. https://doi.org/10.1177/1529100612453266 (accessed 2026-09-24).
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  153. Dunlosky, John and Rawson, Katherine A and Marsh, Elizabeth J and Nathan, Mitchell J and Willingham, Daniel T. Improving students’ learning with effective learning techniques: promising directions from cognitive and educational psychology. 2013. 7.2b Rereading, Student characteristics. https://doi.org/10.1177/1529100612453266 (accessed 2026-09-24).
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