Combining desirable difficulty learning strategies to address the amount-to-learn vs. time-to-learn imbalance in residency training
Author:
Affiliation:
1. Weill Cornell Medicine, New York, NY, USA
2. New York University Grossman School of Medicine, New York, NY, USA
Publisher
Informa UK Limited
Subject
Education,General Medicine
Link
https://www.tandfonline.com/doi/pdf/10.1080/0142159X.2022.2058389
Reference28 articles.
1. Comparing the testing effect under blocked and mixed practice: The mnemonic benefits of retrieval practice are not affected by practice format
2. Too Much of a Good Thing: Random Practice Scheduling and Self-Control of Feedback Lead to Unique but Not Additive Learning Benefits
3. null
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3. Burnout During the COVID-19 Pandemic: A Report on Pediatric Residents;Academic Pediatrics;2023-11
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