Engagements and Motivation, Knowledge Acquisition
Conditions
Keywords
Microlearning, Medical Education, Digital Natives, Hyperconnectivity, Spinal deformities
Brief summary
This Quasi-Experimental Study evaluated whether microlearning a strategy delivering brief, focused learning units enhances knowledge acquisition and retention among fifth-year medical students studying pediatric spinal deformities compared to a traditional block-format module. Methods: twenty-four students will be included into two groups. The microlearning group will receive sequential daily learning units over ten days, while the traditional group will engage in a comprehensive two-day self-learning module. Pretest, immediate post-test, and one-month post-intervention assessments will be performed using standardized MCQ and SAQ instruments. Learner engagement, time investment, and content clarity were additionally evaluated via structured surveys.
Interventions
DEVICEMicrolearning intervention
thirteen students will be included into the microlearning group will receive sequential daily learning units over ten days, . Pretest, immediate post-test, and one-month post-intervention assessments will be performed using standardized MCQ and SAQ instruments. Learner engagement, time investment, and content clarity will be additionally evaluated via structured surveys.
DEVICETraditional block-format module group
eleven students will be inclued into the self block module group will engage in a comprehensive two-day self-learning module. Pretest, immediate post-test, and one-month post-intervention assessments will be performed using standardized MCQ and SAQ instruments. Learner engagement, time investment, and content clarity will be additionally evaluated via structured surveys.
Sponsors
Faculty of Medicine, Sousse
Study design
Allocation
NON_RANDOMIZED
Intervention model
PARALLEL
Primary purpose
BASIC_SCIENCE
Masking
SINGLE (Subject)
Eligibility
Sex/Gender
ALL
Age
24 Years to No maximum
Healthy volunteers
No
Inclusion criteria
* Currently enrolled fifth-year medical students Registered for the optional module in Physical Medicine and Rehabilitation Access to a personal computer, tablet, or smartphone with internet connectivity Ability to access the institutional Modular Object-Oriented Dynamic Learning Environment (Moodle) learning management system (LMS) Voluntary oral informed consent Commitment to complete both pre-assessment and post-assessment evaluations Willingness to participate in either learning modality (microlearning or traditional block-format) as determined by randomization
Exclusion criteria
Failure to complete the pretest assessment Non-completion of the pre and post-test assessment Withdrawal of consent at any point during the study Development of circumstances that would render continued participation burdensome to the participant
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| knowledge acquisition : Short and long-term retention | Immediatly post intervention score and one month post intervention score and the difference between pre and immediate post intervention score |
Countries
Tunisia
Outcome results
None listed