Microlearning: Evidence‐based education that is effective for busy professionals and short attention spans

Abstract

Microlearning uses short educational interventions to provide learners with the necessary knowledge and skills to perform specific tasks or solve immediate problems. This approach is increasingly used across digital platforms to engage learners and foster quick comprehension. Microlearning can be used in clinical genetics education to deliver a comprehensive educational intervention that is segmented into smaller discrete but complimentary components. This report discusses one group's approach to using microlearning in clinician education and provides tips that can be applied to other educational efforts. High‐quality genetics education has the potential to be disseminated across multiple delivery methods and to multiple audiences, thereby increasing its impact and reach.

A team‐based approach to cardiogenomic education

“…To develop an educational intervention based on this needs assessment, the research team collaborated with educators at their institutions (NU, Augustana, Sanford) and The Jackson Laboratory (JAX). JAX is a nonprofit biomedical research institution with over a decade of experience in developing genetics education for practising healthcare providers through a variety of educational methods (workshops, lectures, self‐directed programs, articles) that address a broad range of genetic topics for the generalist and specialist, such as cancer, reproductive, and neurologic (Ingram Nissen et al., 2023; Reed et al., 2016). In this collaboration, JAX provided education expertise and project management, through GCs and an instructional designer.…”

“…The partners used JAX's established development process for online education, as described by Ingram Nissen et al., 2023, which is based on the ADDIE (analyze, design, develop, implement, evaluate) Instructional Systems Design model (Branson, 1978; Figure 1). Education design and development was framed by Adult Learning Theory, specifically, the premise that learners are engaged in the creation and implementation of their own education (Knowles, 1980).…”