Microlearning is the acquisition of knowledge from short, focused modules of information, generally involving a single learning objective.1 This strategy allows content to be consumed in a short period and in a convenient manner. Microlearning has become increasingly popular in many industries as adult learners prefer shorter, more informal content methods such as podcasts, daily emails, and blogs. Microlearning is inextricably linked to technology; for example, a smart phone application can provide direct access to mobile, convenient education in flexible formats.2 Microlearning has been lauded as a unique way to provide effective education for distanced students and adult learners who are juggling multiple responsibilities and have limited time for learning. Self-directed learners can control the time, place, and pace of their microlearning and is therefore extremely flexible.
Buchem and Hamelmann described microlearning as "dynamic" and microlearners as "prosumers of content, building [their] own mental structures through exploration and social interaction."2 Microlearning is posited as an inherently social learning experience in which learners actively participate in the pursuit of understanding and the production of knowledge. As such, learners are expected to be active in the learning process, engage with the content and with others, seek out new mental connections, and repurpose the material for their own needs.
In health professions education, microlearning is an engaging option shown to have a positive effect on knowledge retention and learner engagement; yet, there is a paucity of evidence on higher-level outcomes.2 Moreover, little is known about microlearning among nurse practitioner (NP) students. Nurse practitioner students can benefit from supplemental microlearning material. This article describes microlearning and recommends strategies for faculty to create microlearning content and integrate it effectively into NP education.
Microlearning as a Teaching Paradigm
Microlearning can incorporate numerous learning formats and can be suited to any of the 3 learning domains: cognitive, affective, and psychomotor. The structure of microcontent is not ideal for novel, complex ideas but can build on the learner's current knowledge effectively. Microlearning should not be used to replace traditional teaching but as an adjunct tool to demonstrate ideas further and add value to the learning process. Complementary teaching methods can facilitate learner understanding of content.
The use of microlearning for formative assessments is well supported by the literature. McSwiggan and Campbell3 described a microlearning strategy for nursing students designed to promote self-reflection, provide vicarious experience, encourage learners socially, and support them emotionally. In their study, the instructor provided a scenario as a formative exercise and created 4 short podcasts outlining how to prepare for a summative examination. The students reported that the logical guidance on the podcasts increased their confidence and made the summative examination more predictable, and they expressed appreciation that they could listen to the podcasts repeatedly and pause them to take notes. However, some students reported that they preferred a face-to-face interaction with the instructor because they found the inability to ask clarifying questions frustrating.
When designing microlearning experiences, educators should consider time and content requirements; it is sometimes more difficult to compress than expand a curriculum. Educators traditionally determine learning objectives and course goals; however, microlearning involves the additional educator responsibility to prioritize and highlight content that achieves learning objectives. If the NP educator needs assistance prioritizing content, clinical practice guidelines and content experts can be informative. The educator may need to learn new skills or use new or different technologies for microlearning creation; it may be helpful to seek support to address these challenges. The success of microlearning depends on how well the content is divided and delivered through appropriate communication tools.
Application to NP Education
Microlearning has been used in multiple environments and disciplines. Its use in NP education allows educators to place less emphasis on memorization of traditional lecture content and more emphasis on student-content interaction. For example, after didactic content on chest radiography has been presented, educators could use short exercises in the form of quizzes or gamified activities to create interactive opportunities for knowledge application. Using a secure and private social media channel, an educator might provide various images and related questions prompting learner interaction, such as "Evaluate the provided chest x-ray. Is the endotracheal tube well positioned? Where does the central line terminate?" For more advanced learners, the educator might present an applicable clinical stem and related question, such as "Provide a short interpretation of the provided chest x-ray. What would the NP order next?" In these microlearning experiences, the image interpretation would be readily available to the NP student. This type of learning allows a self-paced approach and rapid feedback responses to clinically relevant scenarios.
Microlearning can be used to reinforce lessons regarding interpretation of other diagnostic tests, such as a 12-lead electrocardiogram (EKG). For example, after a class discussion on interpretation of emergency cardiac conditions, the educator could provide a complete EKG tracing through the microlearning medium being used, then ask learners guiding questions such as "Which coronary artery is most likely the culprit of this myocardial infarct? Can you interpret the rhythm of this 12-lead EKG? Quick-Is this good or bad?" Using this strategy, the educator would engage NP students in situationally relevant content, enhancing their didactic and clinical experiences. Educators should be sure to communicate feedback and share information regarding the correct responses in a timely manner. The ability to customize the timing of microlearning experiences allows educators to design presentations of specific content strategically timed to address students' immediate learning needs.
The use of microlearning activities through a web-based medium is an excellent innovative strategy to facilitate a sense of interconnectedness among NP students engaged in distance-based learning or face-to-face instruction. In addition, because these activities are primarily used as formative assessment and self-study, a low-stakes environment is created in which students are less pressured to produce a high grade. Short oral examinations or quizzes may be used to ensure the microlearning content is achieving the learning objectives. These learning activities are well suited for asynchronous learning yet can create a sense of community between NP students and educators in which all involved can share experiences and thoughts.
An excellent exemplar of microlearning application is the online platform CardioNerds, which boasts multiple modalities of microlearning including infographics (Supplemental Digital Content, Photo 1, http://links.lww.com/NE/A987), Tweetorials, *short video lectures, and a library of podcasts reviewing and applying clinical concepts in cardiology.4 The content is typically focused on a particular patient population or diagnosis (Supplemental Digital Content, Photo 2, http://links.lww.com/NE/A988). It is easily accessible, can be consumed in a brief amount of time, and engages users through social media and podcasts while highlighting clinical pearls and guidelines. The CardioNerds platform has curated an accessible library of rich microlearning content.
Conclusion
Microlearning is a feasible teaching strategy that offers multiple advantages of accessibility, flexibility, and utilization of digital media technology. Microlearning can be used to supplement material in a curriculum. The use of microlearning content and secure social media channels provides opportunities to engage NP students more fully in learning activities, particularly those related to repetition, case studies, and basic tasks. Evidence suggests that incorporating microlearning design principles into NP education can enhance student engagement and knowledge retention. As with any strategy, however, care needs to be taken to design microlearning experiences effectively and appropriately. Health professions education would benefit from rigorous, large-scale studies as to the effectiveness and best practices of microlearning. As a teaching strategy, it has the potential to significantly enhance the ways in which NP students learn.
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