Adin Nelson
Biographic Data
| ID | 9554730 |
|---|---|
| NAME | Adin Nelson |
| GIVEN NAMES | Adin |
| FAMILY NAME | Nelson |
| SIGNATURE | NELSON A |
| AFFILIATIONS | Department of Pediatrics Weill Cornell Medicine New York New York USA |
| ORCID | 0000-0001-5362-1060 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Delayed feedback could either help or hurt test‐enhanced learning; it depends
Nelson uses mechanisms of memory, Cognitive Load Theory, and Desirable Difficulty Theory to propose a nuanced understanding of Ryan et al’s observations of workplace‐based assessment
Desirable Difficulty
Combining desirable difficulty learning strategies to address the amount-to-learn vs. time-to-learn imbalance in residency training
Purpose Residents have limited time and much to learn. Mounting evidence shows that Desirable Difficulty (DD) learning strategies can ease that imbalance, but few studies have specifically studied combinations of these strategies.Methods We tested two different combinations of DD strategies: a double combination of distributed practice and retrieval practice and a triple combination additionally including interleaved practice. We compared residen…
Individual text message coaching can promote effective studying
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Individual text message coaching can promote effective studying
Combining desirable difficulty learning strategies to address the amount-to-learn vs. time-to-learn imbalance in residency training
Purpose Residents have limited time and much to learn. Mounting evidence shows that Desirable Difficulty (DD) learning strategies can ease that imbalance, but few studies have specifically studied combinations of these strategies.Methods We tested two different combinations of DD strategies: a double combination of distributed practice and retrieval practice and a triple combination additionally including interleaved practice. We compared residen…
Desirable Difficulty
Delayed feedback could either help or hurt test‐enhanced learning; it depends
Nelson uses mechanisms of memory, Cognitive Load Theory, and Desirable Difficulty Theory to propose a nuanced understanding of Ryan et al’s observations of workplace‐based assessment
Computer Science (3 works) · Psychology (3 works) · Clinical Reasoning and Diagnostic Skills (2 works) · Innovations in Medical Education (2 works) · Medical education (2 works) · Medicine (2 works) · Baseline (sea) (1 work) · Board certification (1 work) · Certification (1 work) · Child and Adolescent Health (1 work)