A matched-pairs design was adopted to assess performance in consecutive note-taking before and after use of Ahuja Lacasa and Ruë's (2008a) teaching module and compare it against a control group with no module exposure. Overall, the data lend support to the suggestion that the module enhances the user's performance in the areas of difficulty it addresses. Variation across areas of difficulty was nonetheless considerable. Quantitative data were interpreted in light of qualitative data obtained through interviews and questionnaires. The results suggest that students should stagger deliberate practice (Ericsson et al., 2003) in the areas of difficulty in question across initial consecutive training, though it remains unclear whether there is an optimal configuration applicable to all students. In general, deliberate practice is vital, and the module could be expanded to tackle this more exhaustively and to cover new areas of difficulty. Further research is necessary to confirm and hone such suggestions.