The purpose of this study was to determine the relationships among lecture note-taking and study strategies, MCAT scores, college GPA, previous medical school course grades, and medical school exam performance. Seventy-two 1st-year Tulane Medical School students were supplied with questionnaires during the 9 weeks of a genetics course and indicated their attendance, lecture note-taking strategies, and time studied for the course. On the day of the final exam in the course, the subjects completed a questionnaire asking them to indicate the study strategies they used and their predicted exam score. Tulane Medical School students have a system for note-taking called MEDREP notes. These notes are prepared by selected students (one student per lecture) from tape-recorded lectures and notes taking during the lectures. The notes are typed and distributed to the other students for each lecture. The results indicated that the following variables were significant predictors of exam score: (a) college GPA, (b) MCAT scores, (c) previous medical school grades, (d) predicted exam score, (e) highlighting or underlining important information while reading, and (f) rereading selected parts of the text. The four former variables were positively related to exam score and the two latter variables were negatively related to exam score
