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How to study effectively?

The text is divided into chapters, and there is a lot to cover. Be sure to start with the introduction. There is a video almost at the end that summarizes the main points.

“The key is in not spending time, but in investing it.” - Stephen R. Covey, First Things First (1994)

  • Introduction

    Countless tasks, tests, or exam questions, and the person just sits there, staring at the text, wondering: What am I doing wrong? Couldn't this be done more efficiently?

    Of course. But the path to it is quite rigid and long. From the very beginning, it requires significant effort and your time.

    To help other students on this path, the StudyDash project was created. The key is to have everything organized, under control, and in a way that helps achieve your goals.

    There are plenty of information everywhere about how to study properly. Rarely are there citations to relevant scientific papers. They often contradict each other, often lack context, and it's quite possible that a random economics student thought it works for them somehow, so it must work for everyone else too.

    So here you have an overview of what and how. And if something really doesn't suit you a lot? Then just don't do it. It's not about fulfilling all the points on this list or suffering as much as possible, but about finding what's optimal for you and what works for you. Just remember that the brain always tries to take the path of least resistance, meaning it avoids demanding things. For effective learning, we need exactly the opposite. We need it to work at full capacity and not just passively read the text.

    Effective learning itself is a interplay of countless factors that we often don't even realize. It's enough for one of them to be off, and it already disrupts the ability to be truly productive. That's why I don't see a reason to number the following chapters.

  • Attention and Working Memory

    The ability to focus on a task, i.e., to pay attention to something, is absolutely crucial for us. If we can't focus, we can't learn either. Robert Greene wrote aptly about it in the book Mastery (2012):

    “Mastery is not a function of genius or talent. It is a function of time and intense focus applied to a particular field of knowledge.” [1]

    Current research shows that the working memory of an adolescent can focus on 3-5 things at once. That's very little. For learning, it's necessary to devote all your attention. [1.1]

    This also means limiting multitasking. Don't do multiple tasks at once, don't check messages while studying, don't snack, don't plan your vacation during it, and certainly don't watch TV while studying. [2]

    The fact is, if you search for “negative effects of social media” or “negative effects of the internet,” you'll get over ten million results.

    In today's world, everything fights for our attention; every app—Facebook, WhatsApp, Instagram, TikTok—tries to lure you in to spend as much time as possible on it. Time is money, and the longer they keep you on their platforms, the better for them. Not only will you see tons of ads in that time, but they'll also sell your data to companies that can use it, and then continue even better with targeted marketing. [14.1]

    For perspective, the average social media user has an average of seven different social media accounts and spends an average of 2.5 hours on them daily. [14.1]

    What can you do about it?

    • Put your phone somewhere where you won't see or hear it while studying. Ideally, have it completely silenced and in another room. Even a turned-off phone lying on the table has a negative effect on your cognitive functions. [3]
      • It's appropriate here to explain what cognitive functions actually mean. Cognition, or knowing, is the process of acquiring knowledge, related to thinking, perception, memory, learning, and the ability to process information. [3.1]
    • No TV nearby, no noise, and especially no one talking in the background. Your brain then tends to try to understand what it hears and doesn't devote full attention to what it's reading. [4]
    • Don't have anything moving in your field of vision. It distracts attention from studying. [5]
    • Another important part is music. Research suggests that for more demanding tasks, it has a negative impact, and for routine tasks, a neutral to slightly positive one, because it can motivate. [6]
      • From my own experience, I know that if you're used to listening to one type of music, e.g., lo-fi, instrumental classical music, nature sounds, white noise, or generally ambient music, it can contribute to concentration because you're creating a specific environment for studying. In other words, when you turn on that one type of music, your brain immediately associates it with concentration and studying. You can see the same if you designate a desk just for studying and only sit at it when you really want to study.
        • Interestingly, you can use this analogy if you have trouble falling asleep. Make a rule that the bed is only for sleeping, not for scrolling on your phone, and it will significantly help create a new habit.
        • Another pitfall is that if you're studying somewhere with noise around you, it's often better to play that music so you don't hear, for example, someone talking. Most modern headphones have ANC function, so don't hesitate to use it. Just keep in mind that it's unhealthy to use headphones for several hours straight (earbuds even more so; at the same volume, they create higher sound intensity than over-ear ones and can irritate the ear canal). Take breaks not only from studying but also from the music. [4, 4.1].
    • Try to limit social networks to the absolute minimum. The fact is that social networks weaken our ability to think, undermine our physical health, and derail our neurologically conditioned evolutionary abilities. [14.1]
      • You can read about it, for example, in the book Digitální demence by Manfred Spitz, or in the book The Shallows - What the Internet is Doing to our Brains by Nicholas Carr. A newer publication is, for example, Vzestup a pád lidské mysli by MUDr. Martin Jan Stránský
  • Sleep and Lifestyle
    • When university life is mentioned, many think of parties, friends, and certainly studying late into the night. The fact is, we need sleep for memory consolidation. That means strengthening memory traces and forming long-term memory. [11]
    • The quality and duration of sleep have a direct impact on academic results. So often it's better to go to bed earlier if you're no longer productive and start again tomorrow, rather than trying to learn as much as possible in one day. [12]
    • It's also necessary to note that sleep deprivation increases stress hormone levels. Just like when you're stressed about upcoming exams. Low levels of stress hormones, i.e., the effect of low-intensity stressors, have a positive influence on your memory, especially via the hippocampus.
      • If stress hormone levels are chronically too high, it leads to reduced neurogenesis (formation of new hippocampal neurons), damage to synapses, and reduction in its volume. All of this has a negative impact on memory. These symptoms are typically described in leaflets in the context of so-called Jet lag syndrome due to disruption of the circadian biorhythm. [13, 14]
        • Fun fact: Robert J. Sapolsky wrote an excellent book about it Why Zebras Don't Get Ulcers. I recommend reading it, along with the book The Rise and Fall of the Human Mind by MUDr. Martin Jan Stransky [14, 14.1]
    • Any alcohol consumption has a negative effect on storing information in long-term memory. So it's good to limit drinking during exams to the absolute minimum. It also has a negative impact on sleep quality, especially on the amount of REM sleep, which is key for memory consolidation [15, 16]
    • Make sure to eat healthy. Frequent fast food consumption has been shown to have a negative effect on learning (impaired executive functions and visual memory). On the other hand, if you eat fruit and fish, it improves [17]
      • excerpt of what's ideal for a student: omega-3 fatty acids, vit. D, E, B, flavonoids, choline, complex carbohydrates
        • In no case is it necessary to supplement any of this! All the mentioned substances can be found in everyday foods in sufficient quantities. Don't risk your health by buying supplements specifically for students. A bunch of them contain clinically unproven substances in quite high amounts, so the fact that they may have no effect is the least of it.
          • Instead, I recommend drinking green and black tea, or possibly coffee. Green and black tea have theanine, caffeine, and antioxidants. Theanine improves your ability to focus, and caffeine energizes you for a few hours. Coffee doesn't have theanine, and black tea usually has less than green, but it has higher caffeine levels. That stimulation of the sympathetic system can actually worsen attention. [18.1]
        • Avoid fast sugars! Sure, the brain consumes a lot of energy and gets plenty from sugars, which is great, but rebound hypoglycemia can occur. That means within 2 hours, blood sugar drops below normal, so you'll be more tired, irritable, and definitely not in an ideal state for studying. This can happen if you drink an energy drink, for example. It also typically shows why an energy drink alone isn't the best breakfast and is often counterproductive. [18]
    • Exercise. Even if it feels like the whole world is collapsing around you, you'll find time for one short walk. Movement improves your cognitive functions, attention, and memory for learning. Movement also has another benefit for your mental health. That should always be your top priority.
    • From my own experience: Don't overeat before studying. Due to elevated bicarbonate levels in the blood, you'll feel sleepy afterward, and the parasympathetic system will dominate, so you really won't feel like studying. On the other hand, don't be too hungry either. According to current studies, short-term hunger reduces attention, working memory, and information processing speed. [18.2]
  • Ideal Environment

    What is considered an ideal environment for studying?

    • It's quiet, silent, familiar to you
    • No distracting elements, like phone notifications
    • Subjectively ideal temperature is key for attention [27]
    • How often should you change the environment in which you study?
      • If you're studying for a specific test or exam, it's better to maintain a stable, same environment throughout the study period, ideally in the environment where the test/exam will take place. It helps with retrieving information. [27.1, 27.2]
      • On the other hand, some studies say the opposite. Meaning that changing the environment increases performance in retrieving information, mainly due to increased motivation and student engagement [27.3, 27.4]
        • Conclusion? Try multiple environments, find out which ones work for you, and stick to them. Ideal for this are directly study rooms and libraries.
    • Sufficient lighting, ideally natural light
      • Fun fact: students who were exposed to natural light throughout the year achieved better performance in math (by 20%) and reading (by 26%) [28]
    • Comfort is also important. A suitable chair and a tidy desk contribute to creating a suitable environment for students [29]
      • It's necessary to note that trying to study in bed or lying on the couch isn't quite ideal. That nap might help with memory consolidation, but first you need to get that short-term memory into yourself somehow
      • To do that, it's good to create a habit that when you sit down at the desk, for example, you start studying. This reduces the friction needed to even start. [29.1]
    • Psychological support by the environment:
      • Personal development and goal orientation - environment that supports self-esteem and growth
      • Relationships - support among peers and teachers strengthens motivation
      • Systemic structure and openness to changes - clarity of rules, structured environment, and flexibility help concentration. [30]
    • In other words, surround yourself with people who care about you and want the best for you. Likewise, surround yourself with people who will pull you forward; there will be some competitiveness and mutual support both in studying and in all aspects of life. Competitiveness is a good thing, of course, only to a certain extent. So if you choose as company people who exercise and have very good school results? Over time, you'll likely become one of them.
    • When to study effectively
      • The ideal time for studying is very subjective. Each of us has a certain chronotype (some like to get up early, others prefer to stay up late). It's mainly caused by gene interactions influenced by circadian rhythms (e.g., so-called clock genes) [30.1, 30.2]
      • This means there's no universal “ideal time” for studying for everyone.
      • It's also a fact that sleep helps with memory consolidation. So studying before bed, or a short nap after studying, can help strengthen neural pathways and thus better store information. Studying without sleep is ineffective [30.3]

        One study found that for college students, the most effective time to study is between 11:00 and 21:30 [30.4]

  • Studying Itself

    There are plenty of guides, plenty of tips on how to study properly when going through some text. It's a very subjective topic. That means something different may work for everyone, and you need to try as much as possible to find out what works just for you. The part of this text without citations is from my own several-year experience in medicine and with peer-review from classmates.

    1. Do you know what you're studying from? Why are you studying it? How will you study?
      • Always think ahead about what you'll study from. Whether a textbook, notes, or just chaotically from the internet. It's good to make a time estimate, find out how many pages it has, how complex it looks, skim through the headings, and try to think about how much time it will roughly take (if you have trouble with estimates, don't despair; the more often you think about it, the more accurate you'll be in the future.)
        • So in one sentence: Have an overview of what's waiting for you and prioritize.
      • Why are you studying it? Is it some mini-test, test, credit, exam, or just because you're interested? Never tell yourself in this phase that you don't feel like doing something. Just start. Effective studying only works when you're studying something you want to learn, and that can be suggested quite well, or change the studying style so it's more fun for you (e.g., I'll go through more case studies, it'll be based on more schemes, images).
      • Absolutely crucial is the fact that combining multiple learning methods leads to better results. That means combining reading, listening, videos, and visualization is ideal for you. [20, 20.1, 20.2] Gesturing has also proven to be an excellent tool when learning new words. [20.3]
        • that means if you can and won't disturb others, try gesturing at words you encounter for the first time or over complex text
        • This further adds to the importance of so-called Dual-coding theory. In short, your brain receives information on two channels: verbal and non-verbal. So when studying, it's necessary to read the material (verbal) and associate it with some image (non-verbal) [20.6]
          • Meaning, if you're learning, for example, some anatomical term for a structure, try to find an image where exactly it is. It also helps to imagine where exactly it is located (e.g., when learning about locus coeruleus, imagine fossa rhomboidea, eminentia mediana, and what structures lie around
    1. Create an ideal environment that was described in the previous chapters
      • That something isn't ideal is completely natural. Did I sleep badly? I'll still go study. I really don't feel like it? I'll still go study. The brain tries to save energy as much as possible, so it doesn't want to do energy-demanding things like studying. When you realize that, you can work with your time much more effectively.
      • But if you find that it really isn't working and for some reason you can't study, try changing activity for a moment. The same if you feel you're really not productive. Think about what's probably wrong, do something else for half an hour, and then return to studying.
      • Best to create some ritual. For example, sit at the desk and drink some tea. Then start right away. This way, your brain learns faster to get into the so-called flow state, where it fully focuses on the work. [20.61]
    1. Set a timer
      • Parkinson's Law: “Work expands to fill the time available for its completion”. [20.4]
        • If you allocate too much time for an activity, your task will adapt to it, and you'll spend more time on it than is either necessary or productive.
        • You've surely heard of the Pomodoro technique. Traditionally, it's 25 minutes of work and 5 minutes break. Try what suits you best. Gradually, you'll get used to focusing for longer periods. But note that after about 45 minutes, your ability to pay attention to something drops dramatically. So it's good to occasionally look out the window, not think about anything for a moment, and incorporate such micro-breaks as suits you. Great tools can be the Forest app on your phone, the Momentum browser extension, or the focus mode in Windows. [21]
    1. Start with the studying itself.
      • First, it's good to find out how much you could manage, and quickly skim the text. Then start reading with the effort to understand the given topic. Of course, it depends a lot on the type of material you're studying.
        1. What does this mean to me?
        1. Is it important?
        1. Does it connect somehow?
        1. Do I understand it?
        1. What did I read about a moment ago?
      • You'll remember the information much better if it's not just a random fact, but if you find some connection with which you link this information.
        • For example, the adrenal medulla is divided into zona glomerulosa, fasciculata, and reticularis. Sure, it looks like random terms, but they're not. Glomus is Latin for glomerulus, the same structure is seen in the kidney in the so-called glomerulus. Fasciculus is Latin for bundle, the same we see, for example, in nerves in fasciculus cuneatus. And reticularis? Reticulum is Latin for network, typical for so-called reticular epithelium…
        • So, for example, from a medical perspective? It's useful to occasionally look at word etymology and try to remember if you've seen it somewhere else before
      • One possible effective procedure is to read a part of the text, then cover it and try to recall what you read, why it was important, and what it connected with.
        • If you're studying from practice questions, ideally cover the textbook or notes, take a pen and paper (personally, I like folding A4 to make A5) and write a very shortened version of what you just read. Sometimes it's enough to just list the terms you're not sure about, or words you'd like to remember. In the evening, you can then do a small review from these papers and repeat what you don't remember or isn't clear.
      • Gesture, use multiple sources of material [see point 1], but also feel free to say it out loud.
        • Studies use the term production effect. That means if you say a term out loud, you'll remember it much better because it forces you to work more with the term [20.5]
      • If you think you know it quite well, try how you would explain it simply to someone else
        • Very famous is the so-called Feynman technique,
        „If you can’t explain something in simple terms, you don’t really understand it.“ - Richard Feynman
        • meaning true understanding of the topic occurs precisely when we're able to convey the topic clearly and understandably to others [20.7]
        • For interest, I'm attaching videos about who Richard Feynman was [20.8, 20.9]
      • What not to do?
        1. Passively reading the text and hoping it sticks somewhere isn't effective.
        1. Don't read too fast. Don't use Bionic reading. Always, if someone offers you some secret trick to read faster, be cautious. For example, Bionic reading (bolding the beginning parts of words to read faster) even has worse results than normal reading. [22]
        1. Don't try to force extreme studying. It won't work through force. I've been a witness to too many over-motivated individuals who burned out within a month at the start of school. So if I need to study, for example, and keep knowing I could turn on a game on the computer instead, the brain devotes a lot of energy to persuading itself to stay studying. The goal should be to eliminate or minimize such stimuli. [23]
    1. Break
      • Don't forget to take regular breaks. Try one of the above-mentioned time-tracking apps, and regarding the length of studying and breaks.
      • Don't forget Parkinson's Law [20] and the study from British Journal of Educational Psychology: “Students had longer study sessions and breaks when self-regulating. This was associated with higher levels of fatigue and distractedness, and lower levels of concentration and motivation compared to those in the systematic conditions. We found no difference between groups in invested mental effort or task completion.” [24]
      1. Important is the concept of active rest. It differs from passive in that after a certain time of one activity (in our case studying), a person does another activity that doesn't use the same brain areas (walk, light exercise, music, drawing, tidying the room, etc.) [2.1, 2.2]
      1. What (not) to do during a break?
      1. Don't scroll on social media. It doesn't help much with storing information; scrolling bombards your brain with countless other pieces of information. The same for playing games, watching YouTube or series.
      1. Instead, take a short walk, stretch. Humans didn't evolve to sit eight hours a day in front of a screen.
      1. Look into the distance. There's the 20-20-20 rule: every 20 minutes of work, look 20 seconds at something 20 feet (about 6 meters) away [25]
      1. Breathe fresh air. It has crucial importance for your ability to learn and your cognitive functions. That means air out the room you're in, or go outside for a moment. [26]
    1. Reward
      1. Don't forget to reward yourself for studying. If a certain behavior is subsequently rewarded (e.g., food, praise…), the probability increases that it will repeat. [26.1]
      1. In fact, all our decisions are ultimately based on one single thing: the effort to get a reward. [14.1]
      1. You've surely heard about dopamine, so here's a short summary
        1. In the deeper part of the brain is the mesocorticolimbic circuit, i.e., separate anatomical parts that are interconnected.
        1. Activation of this circuit (by a satisfying event, meditation, drugs…) leads to the release of several chemicals: glutamate, serotonin, and dopamine.
        1. Dopamine release doesn't cause pleasure itself. It's just a messenger of good feelings that activates structures in the reward circuit connected to positive memories and feelings. [14.1]
    1. Study groups vs. studying alone

      If groups during instruction are well organized, it has a positive impact on motivation, engagement, and thus on students' academic results

      However, it's important that every group member participates voluntarily, there are no conflicts, and no one is just a passive member. Working in groups can also create distracting elements, and motivation of some individuals can decrease [26.4, 26.5]

      For completeness, it's appropriate to mention another benefit contributing to learning efficiency, namely the activation of so-called mirror neurons in the brain. The brain imagines doing a certain activity it sees in another individual (in this case studying) as if it were doing it itself, and this can noticeably contribute to better remembering, or increased concentration and motivation. [26.3, 14.1]

  • Underlining, rewriting, and retrieving text
    • Does underlining make sense?
      • It may or may not. It depends on the approach - If you just passively highlight something occasionally when reading, probably not. I'd rely on other methods; this one is quite overrated. If you're already used to it, try doing it in the form of creating extracts. That means read something, then cover it and try to write down the most important points. Between these points, you can then additionally color-code why they're important to you, what they mean to you, etc. (I'd personally use this strategy when processing exam questions.) [7]
    • Does literal rewriting of text make sense?
      • No. It doesn't. What happens during passive rewriting is that your brain doesn't work at full capacity, doesn't think about the written things, and doesn't assign any quality to them to remember them. The best is if you rephrase it yourself and only then write down what you think is important.
      • Furthermore, students in lectures who take notes by hand and mainly in their own words remember more than those who type on tablets and literally copy. [8, 9]
      • Listing important facts after not looking at the notes does make sense. You'll read more about it in the chapter on Studying Itself.
    • How important is retrieving information?
      • Yes, very. Trying to recall some information you just read (or recently) is absolutely essential for creating long-term memory. You can imagine it as a memory circuit, trace, or engram in our brain; the more we use it, the easier it will be to retrieve in the future and it won't degrade.
      • On the contrary, the human brain has to forget a ton of things because an extreme amount of information comes to us. It aims so that if a given engram isn't used, it disappears. Those connections between neurons would be useless, not stimulated in any way.
  • Repetition

    The biggest helper in keeping track of what and when to repeat effectively is the Anki app [31]

    Unlike Quizlet, it has a built-in spaced-repetition learning system. This is a system that will present flashcards to you at certain time intervals, depending on how well you know them. To get information into long-term memory, you need to retrieve it repeatedly. Remember memory trace formation. The more you repeat it, the better you know it. And given the forgetting curve, it's absolutely ideal to repeat new information the day right after learning, a week after learning, a month after learning, and even several years after learning. [32]

    But don't forget that we don't want to learn bare facts by rote. You need to connect those pieces of information to something so they retrieve better. So the goal is to think about the flashcard and thereby arrive at the correct answer. Often it's better to understand the topic more in depth than required for the test and see connections that may not be obvious at first glance.

    From my own experience, I know there's no point in creating flashcards right after reading the text for the first time. There will be too many, and you'll quickly end up with thousands of cards you still need to go through. Ideal is to create them once you're sufficiently oriented in the topic and know for sure what's important to you from all of it and what isn't.

    In the evening of a full studying day, I recommend spending about half an hour to go through the material that gave you trouble or terms you encountered during the day once more. It will strengthen the memory trace and thus help with learning.

  • What about AI? Use it or not?
    “Artificial intelligence (AI) isn’t going to replace people - but people who use AI are going to replace people who don’t.” - Forbes, Medium [32.1]
    “The goal of AI is to augment human intelligence, not replace it. We must remain the masters of the tools we create.”- Fei-Fei Li (Stanford, AI expertka)
    • AI is one of the things that helped me pass the toughest exams with honors. It's a powerful aid, but it can also harm. Often, its use among students leads to asking questions without thinking about them beforehand at all. Often, we could have arrived at the answer ourselves. The problem will also be in today's rushed world. Everything has to be as fast as possible, everyone has to be the fastest at performing a certain activity, and then students falsely compete, saying how much they crammed and how long they studied for it. It's all a long-distance run, not mastering one mini-test and done. [14.1]
    • What AI is great for is finding sources, connections, or explaining complex topics through simplified analogies, and mainly creating summaries of texts if you need a quick overview of the material.
    • What I don't recommend is letting AI make Anki flashcards for you. The very process of creating flashcards, even if it takes a lot of time, is an integral part of learning. If you don't have the time, return to it as soon as you write the given test or pass the exam. Sure, it's hard to muster the will, because the brain would rather save energy, but it will really help with creating long-term memory.
    • Also consider that information provided by AI can be misleading or untrue. It often happens that some information it outputs is wrong, and you won't know unless it seems strange and you start asking further. So verify what AI tells you, look for more information yourself, and don't rely only on AI.
  • What else could I do?

    Watch this video, it very well summarizes what I wrote about in the previous chapters:

    https://www.youtube.com/watch?v=tKkd6Zsz9gA&t=329s

    Another helper can also be meditation. Yuval Noah Harari, historian and science popularizer, recommends it in his work Sapiens: A Brief History of Humankind. [14.2]

    In general, meditation has a positive impact on our mental health, memory, concentration, and decision-making [34, 35]

    MUDr. Martin Jan Stransky writes the following about it in his book The Rise and Fall of the Human Mind:

    „When a person engages in deep prayer or meditation, there occurs a voluntary inhibition of structures in the frontal and parietal lobes that are involved in orientation and self-awareness. It has been demonstrated that during deep prayer or meditation, there is a reduction in blood flow to the frontal lobes, which are involved in comparing experiences, and to the parietal lobes, which integrate sensory experiences and create the sense of self. At the same time, activity increases in the nucleus accumbens, a small structure deep in the limbic system, the brain's reward circuit, which leads to the release of the chemical substance dopamine, which evokes a good feeling in the brain. Therefore, faith is pleasant……” [14.1]

    And my recommendation? Stop for a moment. There's an overwhelming amount of information around us, and our brains are drowning in it. Don't overdo social media, alcohol, or sweets. Work on your stress. Excessive nervousness will impact the result on the test or exam you care about. What you want is to be under eustress; it contributes to your productivity and motivation. But try not to let it exceed into distress or last too long. As Robert Sapolsky writes in his book Why Zebras Don't Get Ulcers, not only will you achieve worse academic results, but you'll also have a higher susceptibility to hypertension, type II diabetes, obesity, hypertriglyceridemia, and reduced HDL cholesterol [14, 36, 37]

    Another thing is that throughout life, a person should try to find out how to “properly” study. Reading one book really isn't enough; you need to devote time to learning efficiency itself and start orienting in the topic. Keep educating yourself, be curious, seek new information, and stay informed. Every year, our understanding of the brain and its functions improves, but comprehensive understanding is still far off for humanity. Last but not least, through this curiosity and active use of all your brain's abilities (ideally with an active and social life), you'll reduce the risk of dementia, Alzheimer's disease, and thus cognitive decline. [38]

  • A Little Something for the End

    It's a long-distance run, and it really takes a lot of effort to get where you want. So don't give up under any circumstances, even if you hit obstacles sometimes. It comes with it. Take a day off and start again. Find out why it didn't go as planned and if there was something you could have done differently. Learn from your mistakes, but mainly don't dwell on them, or you'll slowly but surely start drowning in them. Give 100% of your energy to everything you care about, don't get distracted by trivialities, and always make space for mental health and family.

    Never give up.

    And my tip for the end?

    “Don´t Panic” - Douglas Adams, The Hitchhiker´s Guide to the Galaxy

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