Combining desirable difficulty learning strategies to address the amount-to-learn vs. time-to-learn imbalance in residency training

Nelson, Adin; Eliasz, Kinga L

doi:10.1080/0142159x.2022.2058389

Cited by 4 publications

(3 citation statements)

References 24 publications

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“…Many programs have recognized the usefulness of “desirable difficulty” in education, a concept based in educational psychology that stresses a need for intentional difficulty in practice to enhance learning. 17 Ideal learning lies in the balance between too little and too much “stress” which is likely directly linked to workload. This supports the concept that the learning environment, in all its varieties, has a profound impact on resident stress and burnout.…”

Section: Discussionmentioning

confidence: 99%

Burnout During the COVID-19 Pandemic: A Report on Pediatric Residents

Zuniga

Schuh

Schwartz

et al. 2023

Academic Pediatrics

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Section: Discussionmentioning

confidence: 99%

Burnout During the COVID-19 Pandemic: A Report on Pediatric Residents

Zuniga

Schuh

Schwartz

et al. 2023

Academic Pediatrics

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“…Also in the interviews conducted, it was regularly mentioned by the students not having enough time for preparation or developing a SRL strategy. The imbalance between the amount-to-learn and the time-to-learn is according to Nelson et al inescapable [ 20 ]. Therefore, more tailored learning opportunities need to be provided so that lack of time does not negatively impact performance of students.…”

Section: Discussionmentioning

confidence: 99%

“…Nelson et al suggested “desirable difficulty learning strategies”, such as retrieval practice (answering review questions), distributed practice (learning divided into several sessions spread over time), and interleaved practice (study several subjects at the same time) to ease the imbalance. But, after adopting these approaches to their curriculum, they could not find significant changes in the academic performance [ 20 ]. Therefore, further research must take place in this direction.…”

Section: Discussionmentioning

confidence: 99%

Structured interviews on self-regulated learning strategies of medical students in the final year of medical school

Corazza,

Shirkhani,

Berberat

et al. 2023

BMC Med Educ

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Background In the final year of medical school, the educational focus is on experiences in the clinical environment. This is where students acquire most of their practical knowledge for their future career and need to optimise their Self-Regulated Learning (SRL) strategies. Hence, the current study aims to explore which SRL strategies medical students use during their clerkships in different learning settings. Methods Structured interviews were conducted between May 2019 and December 2020 with 43 medical students during their final year in Munich, Germany. The students were surveyed about their SRL strategies. The transcribed data were thematically analysed using the measurements Strategy Use (SU) and Strategy Frequency (SF). Results Interview data were organized into 11 SRL strategy categories. The most used SRL strategy in general was “seeking information in the internet in form of a text” (SU: 1; SF: 2.605), with an e-learning tool; followed by “seeking social assistance from doctors” (SU: 0.977; SF: 1.884), and “seeking information in books” (SU: 0.884; SF: 1.419). There were differences in the usage of SRL in different learning contexts between female and male students. For example, 95.3% of students are “seeking social assistance from doctors” when having difficulties on the ward, but only 55.8% when they need help with written tasks (e.g. medical letter). The results show a difference in SRL usage when preparing for oral-practical (79.1% books) and written (97.7% e-learning tool) exam. However, it also appears that some students do not have SRL strategies for certain situations, mostly due to a lack of time. Conclusion Medical students in the clinical phase are adapting their SRL strategy to the learning situation. To better support students´ SRL, it is necessary to ensure availability for their preferred resources: e-learning tool and experienced physicians as supervisors. Future research should focus on strategies to handle the limited time during clerkships.

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Testing the Effects of Individual Residents’ Retrieval Practice on Standardized Examination Scores

Nelson,

Mohammed,

et al. 2024

Med.Sci.Educ.

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Combining desirable difficulty learning strategies to address the amount-to-learn vs. time-to-learn imbalance in residency training

Cited by 4 publications

References 24 publications

Burnout During the COVID-19 Pandemic: A Report on Pediatric Residents

Burnout During the COVID-19 Pandemic: A Report on Pediatric Residents

Structured interviews on self-regulated learning strategies of medical students in the final year of medical school

Testing the Effects of Individual Residents’ Retrieval Practice on Standardized Examination Scores

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