Scott Alexander argues that missing a year or two of school is unlikely to have significant long-term effects on children's education, presenting evidence and critiquing contrary studies. Longer summary

Scott Alexander argues that missing a year or two of school due to COVID-19 or other reasons is unlikely to have significant long-term effects on children's education. He presents evidence from various studies and experiments, such as the Benezet experiment, unschooling, and different countries' school hours, to support his claim. Scott also critiques studies that show negative effects of school absences, arguing they are often correlational and fail to account for confounders. He acknowledges some potential non-academic benefits of schooling and provides his confidence levels on various predictions about the effects of missing school. Shorter summary

Scott Alexander explores why medical residency test scores plateau after the first few years, proposing theories related to knowledge retention and individual differences in learning. Longer summary

The post discusses the plateau in standardized test scores for medical residents across different specialties. Scott Alexander analyzes data from internal medicine, psychiatry, and surgery residencies, noting that while scores improve significantly in the first year or two, they tend to level off in later years. He explores various potential explanations for this plateau, including ceiling effects, decreased motivation, and changes in teaching methods, but finds these unsatisfactory. The author proposes that the plateau might be related to how knowledge is reinforced and retained, drawing parallels to spaced repetition learning techniques. He suggests that individual differences in memory, intellectual curiosity, and integration of knowledge may contribute to the differences in scores among residents at the same level. The post concludes by considering the implications of this plateau effect for understanding learning and education more broadly. Shorter summary

Scott Alexander examines the limitations of empathy training in medical education and shares his experiences learning to express empathy effectively as a doctor. Longer summary

Scott Alexander reflects on the teaching of empathy in medical school and its application in real-world doctor-patient interactions. He describes the awkward role-playing exercises used to teach empathy, which often result in stilted, scripted responses rather than genuine human connection. Scott explains that this approach is driven by the need for standardized, legally defensible assessment methods. He then shares personal experiences as a new doctor, highlighting the challenges of expressing empathy appropriately in emotional situations. The post concludes with insights on how Scott has learned to better navigate these interactions, emphasizing the importance of focusing on the patient's needs rather than demonstrating one's own empathy. Shorter summary