Is Microlearning the Alternative in the Age of Hyperconnectivity

Faculty of Medicine, Sousse

Status: Invitation-only

Conditions: Knowledge Acquisition; Engagements and Motivation

Treatments: Device: Microlearning intervention; Device: Traditional block-format module group

Study type: Interventional

Funder types: Other

Identifiers

NCT06926114

Faculty of medicine of sousse

Details and patient eligibility

About

This Quasi-Experimental Study evaluated whether microlearning a strategy delivering brief, focused learning units enhances knowledge acquisition and retention among fifth-year medical students studying pediatric spinal deformities compared to a traditional block-format module.

Methods: twenty-four students will be included into two groups. The microlearning group will receive sequential daily learning units over ten days, while the traditional group will engage in a comprehensive two-day self-learning module. Pretest, immediate post-test, and one-month post-intervention assessments will be performed using standardized MCQ and SAQ instruments. Learner engagement, time investment, and content clarity were additionally evaluated via structured surveys.

Enrollment: 24 estimated patients

Sex: All

Ages: 24+ years old

Volunteers: No Healthy Volunteers

Inclusion criteria

• Currently enrolled fifth-year medical students Registered for the optional module in Physical Medicine and Rehabilitation Access to a personal computer, tablet, or smartphone with internet connectivity Ability to access the institutional Modular Object-Oriented Dynamic Learning Environment (Moodle) learning management system (LMS) Voluntary oral informed consent Commitment to complete both pre-assessment and post-assessment evaluations Willingness to participate in either learning modality (microlearning or traditional block-format) as determined by randomization

Exclusion criteria

Failure to complete the pretest assessment Non-completion of the pre and post-test assessment Withdrawal of consent at any point during the study Development of circumstances that would render continued participation burdensome to the participant

Trial design

Primary purpose: Basic Science

Allocation: Non-Randomized

Interventional model: Parallel Assignment

Masking: Single Blind

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24 participants in 2 patient groups

Microlearning group

Experimental group

Description:

thirteen students will be included into the microlearning group

Treatment:

Device: Microlearning intervention

Traditional block-format module group

Active Comparator group

Description:

eleven students will be included into traditional block-format module group

Treatment:

Device: Traditional block-format module group