Most study techniques focus on memorizing information. The Feynman Technique flips that script: students learn by explaining, transforming complex ideas into clear, teachable language that reveals real understanding. Developed by Nobel laureate in Physics Richard Feynman, the Feynman Technique is a four-step, student-centered approach to mastering complex material. It serves as an effective active learning strategy, particularly in clinical education or other areas in which there is a high level of complexity to the course content or particular concepts requiring application of knowledge.

Four Steps to the Feynman Technique 

1. Pick a topic to learn: Identify a concept you would like to learn more about and write down anything you may already know. Use a pencil and piece of paper or digital tool to write down preexisting thoughts before going deeper into the topic. Do some research and learn anything you did not previously know.
2. Write about it, as if explaining to someone: Now that you have your topic and some more information, you are going to write about the concept as if you are explaining it to someone who knows nothing. Do not leave out any important details and consider what you learned from doing research. Even better, find a person or pretend there is an imaginary audience to inform on your topic. 
3. Determine where there are gaps in knowledge: Remove any weaknesses or shaky interpretations in your knowledge. Go back to the source material and review, re-read, and re-learn if needed. Turn the areas of weakness into a strong defence for what you know about the topic. 
4. Simplify language and add analogies: Ideally, you have become close to an expert on the target skill. This step makes the study material more cohesive and whole. Consider teaching a young child or someone with no prior knowledge on the subject. Break-down hard to understand words and provide analogies or an infographic to supply a varied learning approach. 

Its Functionality for Studying a Topic 

There are many benefits to utilizing this technique in a study session:

• Fill-in knowledge gaps: The Feynman technique identifies gaps early on and allows you to fill them in through steady progress.
• Improved communication: Understanding a concept in your head is one thing, but knowing how to explain an extensive concept to someone else in simple terms changes the playing field (refer to Student Feedback at the end).
• Retention of information: By actively reviewing and repeatedly explaining concepts, the knowledge becomes committed to memory. In contrast, with rote memorization, the comprehension fades quickly.
• Increased confidence: Knowing you put in effort to learn a new concept will boost your self-esteem and help you appear more studious.

An Example from a Graduate-Level Nursing Course

After completing the four-steps, the Feynman technique can then be used as a scaffold for group presentations, clinical teaching, or collaborative class discussions during which students can exchange ideas and insight on the topic. The process also facilitates deeper understanding through self-assessment and reflection. Because of its flexibility, the Feynman technique is easily adaptable to a variety of teaching modalities and aligns well with competency-based and case-based learning approaches.

One example, from a graduate-level nursing course, has students choose a specific pediatric disease or condition they would like to learn more about and prepare a summary of their current knowledge of their topic. Students then utilize course materials and survey the peer-reviewed literature to fill the gaps in their knowledge and write a brief (1-2 page, single-spaced) summary that includes key components of their chosen disease/condition.

Utilizing GoReact, an online performance-based learning platform, students record and submit a video presentation of their summary following the instructions and rubric provided within the platform. The presentations on their topic are then refined for two different audiences – healthcare professionals and healthcare consumers – requiring them to condense their written and verbal presentation of complex material to reflect the unique characteristics of each audience. Students once again record each presentation, complete a self-assessment and reflection, and provide/receive peer feedback. 

Conclusion

Informed by the Feynman technique, this active-learning assignment engages students in an iterative process that promotes progressive mastery of a concept or topic. Through cycles of summarization of information, refinement of written and verbal communication, self-assessment, reflection, and peer feedback, students expand and deepen their understanding of complex course concepts, enhance their writing and presentation skills, and gain experience presenting complex information to unique audiences. 

Student Feedback

“I learned a lot of new information about the disorder throughout this process.”

“Overall, I felt that this summary was challenging but not overbearing. It helped me gain a better understanding of this condition while also allowing me to work on my presenting skills and research.”

“I thought this was really interesting and helped me understand more of the condition. I felt this assignment was useful in diving deeper into individual topics.”

“I really enjoyed recording my own summary. I really feel like the act of summarizing and explaining it to others makes knowledge truly absorb.”

“I found this valuable as I was able to practice communicating as a future nurse practitioner.”

References and Resources

Cam. (2020, August 7). The Feynman Technique. University of Colorado Boulder.

Computer Systems Institute. (2021, December 22). The Feynman technique: The best learning method you've never heard of before. https://www.csinow.edu/career-tips/the-feynman-technique-the-best-learning-method-youve-never-heard-of-before/

Hey, J. (2023, May 28). The Feynman learning technique. Sketchplanations. https://sketchplanations.com/feynman-learning-technique

Reyes, E., Blanco, R., Doroon, D., Limana, J., & Torcende, A. (2021). Feynman technique as a heutagogical learning strategy for independent and remote learning. Recoletos Multidisciplinary Research Journal, 9(2), 1–13. https://doi.org/10.32871/rmrj2109.02.06

Thomas, F. (2021, August 30). How to Use the Feynman Technique to Learn Faster (With Examples). College InfoGeek. 

(2021, April 13). The Feynman Technique: The Best Way to Learn Anything. University of Illinois Urbana-Champaign. 

(2019). Learn Faster with the Feynman Technique. Bucknell Teaching and Learning Center. (2020). 

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About the Authors

Peg Kennedy is an Assistant Professor and Student Success Coach in the School of Nursing at OU. Her academic interests include nursing student success; interpersonal and childhood trauma, violence, and maltreatment; resilience in trauma-exposed youth; multidisciplinary collaboration in healthcare; and trauma-informed approaches to practice and education. Outside of the classroom, Peg enjoys spending time with her family, camping, and hanging out with her goldendoodle, Chloe.

Emma Sikora is a senior at Oakland University majoring in Professional and Digital Writing. She is an Editorial Assistant Intern with the Center for Excellence in Teaching and Learning. Her role within the organization consists of maintaining a teaching blog, performing administrative tasks, and community outreach to contributors. She has taken on tasks within various student organizations such as leadership roles or volunteer work.

Others may share and adapt under Creative Commons License CC BY-NC.

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