Faculty Experiences with Microlearning in Health Professions Education

• In Event: Advancing Faculty Competence and Well-Being in the Era of AI

Abstract

This study sought to understand health professions faculty experiences with microlearning, a novel teaching strategy that leverages cognitive load theory by chunking high-yield content. The following research question guided our study: How do health professions faculty describe their experiences using microlearning in their teaching? A phenomenological qualitative approach was used with semi-structured interviews. Trustworthiness was established through reflexivity, member checking, and memoing. Open and descriptive codes were inductively developed and applied to transcripts, then tested on a subset of transcripts to identify redundancy. Five themes of microlearning were identified. The findings of this study provide insight for faculty who are creating microlearning materials by identifying high-yield concepts and creating templates that support scaled material development and encourage spaced repetition.

Authors

• Nicole Puccinelli-Ortega, Atrium Health Cabarrus College of Health Sciences

• Amanda K. Burbage, Old Dominion University