In the context of work methodology for higher education, the answer to this question is yes. Indeed, adopting a working method implies respecting a certain number of negative canons. Don't try to summarise the whole of your course, don't use too many different media, etc. And positive standards - not least the headings inherent in the methodology, including the memorization. However, it's up to you alone to design a system based on these different elements. 

Overcoming false limits!

In the final analysis, it's worth repeating that you are the sole architect of your own working method. Hence the importance of getting to know yourself. From the point of view of academic work, getting to know yourself means first of all learning to dispel the pseudo-limits that are suggested to you, or that you suggest to yourself. What are they? Let's take two examples. These are the great absentees from the Cogito method. 

First example: the length of work periods. You may already have been advised, and I'm sure you will be, to limit your study periods to one-hour blocks. This is because, we are told, "our mind cannot be truly effective for more than an hour".

Don't believe it. Stopping work means starting again fifteen or thirty minutes later. Anyone who shows a modicum of consideration for the real-life experience of a student knows that getting back to work is, very generally, laborious and a source of frequent postponements and delays. If you stop after an hour, you'll have to start all over again about ten times during the day: that's a lot. This alone would be enough to lengthen your study periods. The main thing, however, is that our minds, our resilience and our temperaments are different. That some students have to stop after an hour is possible, although unfortunate, since written exams rarely last less than two hours. Most of us - and, we bet, with a little practice, you who are reading these lines - are capable of remaining concentrated and productive for at least an hour and a half to two hours. 

The inhibited students

A second example is the student-hiboux, the friendly night watchmen on university campuses who are convinced that they can only study, or at least study effectively, at night.

Let's not deny that studying at night is more effective for some students, especially as it is often the students themselves who make the observation. Perhaps you yourself have to study in a noisy environment that doesn't quiet down until nightfall. However, human beings are diurnal animals, physiologically programmed to live during the day.

So it's not true, quite apart from the issue of noise, that studying is inherently more effective at night. As for noise, it can be dealt with by other means (earplugs, noise-cancelling headphones, retreating to a quiet place, etc.). Above all, the success of an examination session must be considered as a whole, up to and including the session itself: and examinations take place during the day. 

Taking a jetlag at the start of the session only adds to the zombification inherent in any period of intensive and prolonged study. 

Getting to know each other!

Whatever these aspects of the study, one truth remains: you will be the sole architect of your working method. This meanslearn to work with your strengths, your energy, your limits and your weaknesses, and to use a critical mind to resist the tsunami of methodological advice which never fails to block the horizon from the very first week of the course!