The Effect of a Microlearning Module on Knowledge Acquisition in Surgery Clerkship Students

Ichiuji, Brynne A.; DeAngelis, Erik J.; Corpodean, Florina; Thompson, Jamie; Arsenault, Lauren; Amdur, Richard L.; Vaziri, Khashayar; Lee, Juliet; Jackson, Hope T.

doi:10.1016/j.jsurg.2021.11.001

Cited by 10 publications

(8 citation statements)

References 14 publications

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“…Their results showed higher knowledge scores with the help of ML [5]. In one study, providing surgery clerkship students with a ML module resulted in higher knowledge scores compared to the control group [27]. These results support the present study findings on improvement of knowledge scores in the intervention group.…”

Section: Discussionsupporting

confidence: 86%

“…Meanwhile, Tian et al [27] compared the effect of TBL and conventional lecture-based method with regard to the theoretical and practical scores of postgraduate medical students in a course on immunohistochemistry. They found significant differences in the mean score of the practical test, in contrast to the theoretical test scores which showed no significant differences.…”

Section: Discussionmentioning

confidence: 99%

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Enhancing Medical Students’ Knowledge and Performance in Otolaryngology Rotation through Combining Microlearning and Task-Based Learning Strategies

Sedaghatkar

Mohammadi

Mojtahedzadeh

et al. 2023

IJERPH

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Microlearning is recommended to be implemented within the context of a wider teaching–learning ecosystem, especially in real working environments. Task-based learning is used in clinical education setting. This study aims at assessing the effect of an integrated approach of microlearning with task-based learning on medical students’ knowledge and performance in Ear, Nose and Throat clerkship rotation. A total of 59 final-year medical students participated in this quasi-experimental study which included two control groups (routine teaching and task-based learning methods) and one intervention group (combined microlearning and task-based learning method). Pre- and post-tests of students’ knowledge and performance were assessed through a multiple-choice question test and a Direct Observation Procedural Skills (DOPS) instrument, respectively. Performing Analysis of Covariance for knowledge post-test scores among three groups revealed significant differences (F = 3.423, p-value = 0.040) and the intervention group had the highest score. Analyzing DOPS results showed that the intervention group achieved significantly higher scores compared to the control ones for all the expected tasks (p-values = 0.001). The findings of the present study show that the combined strategy of microlearning with task-based learning is an effective clinical teaching method for enhancing medical students’ knowledge and performance in a real working environment.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Enhancing Medical Students’ Knowledge and Performance in Otolaryngology Rotation through Combining Microlearning and Task-Based Learning Strategies

Sedaghatkar

Mohammadi

Mojtahedzadeh

et al. 2023

IJERPH

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show abstract

“…Microlearning, on the other hand, provides shorter educational modules that can be viewed anywhere and repeatedly. One study that used microlearning with medical students observed an advantage over an alternative online module of longer duration (Ichiuji et al, 2022). De Gagne et al (2019) reviewed 17 articles, further supporting the efficacy of microlearning for both knowledge and confidence.…”

Section: Discussionmentioning

confidence: 99%

Impact of Bedside Laparotomy Simulation and Microlearning on Trauma Nurse Role Clarity, Knowledge, and Confidence

Messing,

Russell-Babin,

Baker

et al. 2024

Journal of Trauma Nursing

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BACKGROUND: The care of patients undergoing low-volume, high-risk emergency procedures such as bedside laparotomy (BSL) remains a challenge for surgical trauma critical care nurses. OBJECTIVES: This study evaluates simulation and microlearning on trauma nurse role ambiguity, knowledge, and confidence in caring for patients during emergency BSL. METHODS: The study is a single-center, prospective pretest–posttest design conducted from September to November 2022 at a Level I trauma center in the Mid-Atlantic United States using simulation and microlearning to evaluate role clarity, knowledge, and confidence among surgical trauma intensive care unit (STICU) nurses. Participants, nurses from a voluntary convenience sample within a STICU, attended a simulation and received three weekly microlearning modules. Instruments measuring role ambiguity, knowledge, and confidence were administered before the simulation, after, and again at 30 days. RESULTS: From the pretest to the initial posttest, the median (interquartile range [IQR]) Role Ambiguity scores increased by 1.0 (1.13) (p < .001), and at the 30-day posttest, improved by 1.33 (1.5) (p < .001). The median (IQR) knowledge scores at initial posttest improved by 4.0 (2.0) (p < .001) and at the 30-day posttest improved by 3.0 (1.75) (p< .001). The median (IQR) confidence scores at initial posttest increased by 0.08 (0.33) (p = .009) and at the 30-day posttest improved by 0.33 (0.54) (p = .01). CONCLUSIONS: We found that simulation and microlearning improved trauma nurse role clarity, knowledge, and confidence in caring for patients undergoing emergency BSL.

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“…Many studies revealed that gamification and microlearning positively affected the participants' experience, attitude, and knowledge acquisition. 9,19,20 Most studies had small samples with no control groups making them difficult to generalize their results. 21,22 A recent meta-analysis demonstrated that effects of gamification on cognitive learning outcomes are more stable than the effects on behavioral or motivational outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…Many studies revealed that gamification and microlearning positively affected the participants’ experience, attitude, and knowledge acquisition. 9,19,20…”

Section: Discussionmentioning

confidence: 99%

Using a mobile application for psychiatry training in medical students: a quasi-experimental study

Zolfaghari

Shirzadi

Motamed

2023

Australas Psychiatry

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Objective Microlearning and gamification through mobile technology can significantly enhance knowledge acquisition and satisfaction. Roozbehyar application, was designed using microlearning and gamification approaches for psychiatry clerkship training. Method This quasi-experimental study was conducted in Roozbeh Hospital, in 2021. The intervention group was assigned to the Roozbehyar during a 4-week course. Knowledge and satisfaction were assessed after 4 weeks. Results We recruited 27 (F/M: 19/8) and 35 students (F/M: 22/13) in the intervention and control groups, respectively. Learning through Roozbehyar was associated with higher scores in the final written exam ( p value: 0.031). No difference was seen in the final global assessment scores. The satisfaction scores of the students regarding the content and learners’ aspect of the application were above average, yet scores in structural and support aspects were below average. Conclusions We highlighted the effect of a microlearning mobile application in increasing knowledge and satisfaction in psychiatry training in medical students.

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The Effect of a Microlearning Module on Knowledge Acquisition in Surgery Clerkship Students

Cited by 10 publications

References 14 publications

Enhancing Medical Students’ Knowledge and Performance in Otolaryngology Rotation through Combining Microlearning and Task-Based Learning Strategies

Enhancing Medical Students’ Knowledge and Performance in Otolaryngology Rotation through Combining Microlearning and Task-Based Learning Strategies

Impact of Bedside Laparotomy Simulation and Microlearning on Trauma Nurse Role Clarity, Knowledge, and Confidence

Using a mobile application for psychiatry training in medical students: a quasi-experimental study

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