The micro revolution: effect of Bite-Sized Teaching (BST) on learner engagement and learning in postgraduate medical education

Abstract

Context Bite-sized learning is an instructional method that utilizes brief, focused learning units. This approach may be beneficial in medical education given demands on learner time and cognitive load. This study aims to assess the impact of this approach on knowledge acquisition and learner attitudes in postgraduate medical education. Methods An instructional method, termed Bite-Sized Teaching (BST), was implemented within the curriculum at a US Internal Medicine postgraduate training program. In BST, content is distilled into manageable units focused on relevant schemas and delivered via brief peer teaching. A two-fold assessment of BST was performed that included cross sectional survey to assess learner attitudes and experiences and a controlled study to assess knowledge acquisition with BST and case-based teaching control. Results One hundred and six of 171 residents (62% response rate) completed the survey. Most residents (79.8%) reported BST was among the best conference types in the curriculum. Important components of BST cited by residents include the distilled content, multiple short talk format and peer teaching. Residents report incorporating what they learned via BST into their teaching (76.1%) and clinical practice (74.1%). Resident who had participated as speaker were significantly more likely to report incorporating learning from BST into their teaching (87.2% vs 63.0%, p < 0.01, Cramer’s V effect size = 0.37) and clinical practice (89.7% vs 65.3%, p = 0.02, Cramer’s V effect size 0.28). Fifty-one residents participated in the knowledge assessment. Residents taught via BST scored significantly higher on immediate post-test compared to case-based teaching (score [SE] 62.5% [1.9] vs 55.2% [2.4], p = 0.03, Hedges g effect size 0.66). While both groups improved over pretest, there was no significant difference in scores between BST and case-based teaching at two (score [SE] 57.1 [2.1] vs 54.8 [2.5], p = 0.54) and six weeks (score [SD] 55.9 [2.1] vs 53.0 [2.9], p = 0.43). Conclusions Teaching via brief, focused learning units delivered by peers is well received by learners and appears to have a significantly greater impact on immediate knowledge recall than case-based teaching. Further study on long term knowledge retention and behaviors is needed. Bite-Sized Teaching may be a promising instructional approach in medical education.

Virtual reality content creation based on self-contained components in the e-learning domain: Re-using pattern-based vr content in different authoring toolkits

“…The recent existence of this identified research gap is also supported by current work (e.g., [ 1 , 2 , 49 , 58 ]. Not only do current research efforts conclude that future online learning should by bite-sized [ 2 ], but the work by Ahmad [ 2 ] also points out very recent desire and opportunities for delivering bite-sized digital content during the COVID 19 Pandemic and its accompanying remote emergency teaching.…”

“…Not only do current research efforts conclude that future online learning should by bite-sized [ 2 ], but the work by Ahmad [ 2 ] also points out very recent desire and opportunities for delivering bite-sized digital content during the COVID 19 Pandemic and its accompanying remote emergency teaching. After current work by Manning et al [ 49 ], also cognitive load is reduced using bite-sized digital content. They also conclude that the design and development of digital learning content, such as VR content, could benefit.…”

1454 Medication access and supply issues as a barrier to good symptom management: how big is the problem?

“…1 Laura Nohavicka, 1 Bhumik Patel, 2 Anna Chadwick, 3 Myra Bluebond-Langner. 1 Great Ormond Street Hospital; 2 Royal Marsden and Shooting Stars Hospice; 3 Background The number of children living with life limiting conditions (LLC) has increased over the last 17 years with a current prevalence in the UK of 66.1 per 10000.…”

“…1 Laura Nohavicka, 1 Bhumik Patel, 2 Anna Chadwick, 3 Myra Bluebond-Langner. 1 Great Ormond Street Hospital; 2 Royal Marsden and Shooting Stars Hospice; 3 Background The number of children living with life limiting conditions (LLC) has increased over the last 17 years with a current prevalence in the UK of 66.1 per 10000. Care of these children is complex, requiring care in a number of settings including district and tertiary hospitals, hospices, communities and family homes from a number of professionalsspecialist doctors, general practitioners, nurses, pharmacists as well as parents and carers.…”

Addressing the Elephant in the Intensive Care Unit: The Role of Interprofessional Education

“…The rapid growth of virtual learning platforms during the coronavirus disease (COVID-19) pandemic offers exciting opportunities for flexible, convenient, asynchronous, and collaborative learning regardless of competing clinical demands and schedules. These tools also offer significant promise for bite-sized delivery of curriculum content, reinforcement using spacing and testing effect, and integration with just-in-time simulation for teamwork and procedural skills ( 14 ).…”