JMIR Publications

ABSTRACT

Background:

Clinical educators often lack formal training in instructional methods, and traditional faculty development programs are constrained by time and competing responsibilities. Technology-enhanced microlearning—brief, focused digital content—offers a flexible alternative. However, its impact on knowledge transfer and sustained application in faculty development remains underexplored.

Objective:

To evaluate the feasibility and effectiveness of microlearning for cardiovascular faculty development, focusing on learner satisfaction, knowledge acquisition, and behavioral application.

Methods:

This pilot study used a sequential exploratory mixed methods design guided by Kirkpatrick’s evaluation framework. Eight continuing medical education faculty completed a microlearning module with instructional videos, infographics, pre/post-tests, and a guided MCQ-writing template. Educational materials were inaccessible during both tests to assess retained knowledge. Quantitative data were analyzed using paired samples t-tests; qualitative data were analyzed thematically from interviews conducted four months post-intervention.

Results:

All participants (N=8) completed the module and assessments. Satisfaction was high, with unanimous agreement on video length and modular content value. Post-test scores increased by an average of 4.93 points (pre-test M = 87.34, SD = 2.30; post-test M = 92.28, SD = 3.30). Interviews revealed increased confidence, direct application of learned skills, and appreciation for the flexible format. Time constraints remained a barrier, but microlearning was endorsed as a practical solution.

Conclusions:

Microlearning is a feasible and well-received approach to faculty development, supporting knowledge transfer and behavioral change. These findings suggest microlearning is a scalable solution for busy clinician-educators. Future research should include larger, more diverse cohorts and comparative studies to validate and expand upon these results.