From Memorising to Understanding
Why is it important for medical students to move beyond rote learning? Through Conversations@NUMed, Bryce Kim, a Year 3 MBBS student, and Professor Harinarayan Radhakrishna, Dean of Clinical Affairs,
25 February 2026
Medical school is often thought of as a test of memory, where students are required to repeat facts until they stick. But here at NUMed, the focus goes beyond memorising, providing students with the opportunity to truly understand medicine.
“I believe that understanding is the basis of memorising; most of the time, it is more important than memorising,” said Bryce Kim, a Year 3 MBBS student. “Take physiology, for example. It is a subject where memorising comes naturally with understanding. Once you fully understand the concept, you do not really have to force yourself to memorise it.”
Bryce shares that his approach to learning involves constantly explaining concepts to himself and seeking additional resources when needed. “I tend to verbalise my learning, framing it as if I am teaching someone else. If that fails, I will look for videos online, such as NinjaNerd, prompt ChatGPT, or look for relevant articles on Google."
For lecturers, fostering understanding is central to preparing future healthcare professionals.
“Relying solely on rote memorisation is insufficient because modern clinical practice requires the ability to interpret, analyse, and apply knowledge in unpredictable real world situations. Diseases present differently in different patients, so treatments must be tailored to individual circumstances and clinical decisions often need to be made in dynamic, high stakes environments,” said Professor Harinarayan Radhakrishna, Dean of Clinical Affairs.
“We aim to nurture future doctors who are knowledgeable, competent, and compassionate, with the ability to think independently, adapt, lead, and excel in a rapidly changing healthcare landscape.”
At NUMed, this philosophy is embedded in several ways. Students engage in case-based learning, integrated teaching, early clinical exposure, interactive small group sessions, assessment methods that test understanding, and the use of simulation and skills labs.
“Through these strategies, the university ensures that students internalise concepts, develop confidence in their reasoning, and are well prepared for the realities of medical practice,” explained Professor Harinarayan.
Reflecting on how this approach has shaped his learning, Bryce shared: “I believe it has helped me explain conditions and treatments to patients and strengthened my understanding of disease physiology, reducing the need for frequent review.”
NUMed’s approach demonstrates that medicine is best learned when memorisation is paired with comprehension. By prioritising understanding, students develop the knowledge, critical thinking, and confidence required to excel as future healthcare professionals.