1 of 53

One Byte at a Time!�Eating the Elephant of Poor Engagement Using Microlearning & Nanolearning

R. Nicholas Burns, MD; Elizabeth Southworth, MD; Sarah Santiago, MD; Fei Cai, MD; Alyssa Stephenson-Famy, MD; Emily Fay, MD

2 of 53

00:00 - 00:15: Describe the educational philosophies of microlearning and nanolearning, and provide the background of our experiences, as well as the experience with these modalities outside of medical education.
00:15 - 00:30: Review commonly available modalities for the delivery of microlearning and/or nanolearning.

The speakers have created courses which integrate many of these short-form learning experiences. All of the modalities are available to participants using a personal computer or tablet, and many are accessible using only a smartphone.
Specifically, we will review the use of SMS or short reading; podcasts or short videos; infographics; and social media in the form of “Tweetorials.”

00:30 - 00:40: Brainstorm a topic that may be suitable to one or more modalities explored previously.

We will use interactive technology to solicit suggestions for course creation by participants, reviewing what topics may be more appropriate or feasible.
We will review our own experience in creating these micro-/nano-learning interventions, and their various pearls and pitfalls.
We will suggest a usable framework for developing a microlearning/nanolearning intervention.

00:40 - 00:50: Using the previously noted topic, create a nanolearning intervention in one of the most accessible technologies, SMS messaging or Tweetorials.

We will discuss the basics of lesson writing, including:

Logistical concerns such as character limitations;
Creative opportunities to use images or emojis; and
Engagement opportunities within the course, using questions to check knowledge, ask for reflection, or provide a platform for educational research.

00:50 - 1:00: Time for open questions, and provide an opportunity to sign up and experience a curriculum created by the speaker.

We will have a 5-7 day SMS curriculum to learn about micro- and nano-learning in which participants may enroll -- reinforcing the lesson using the modalities presented.

3 of 53

Disclosures

We have no financial disclosures.

We have used many of the products and services shown today with our own learning and educational work.

Many of these services are free to use or trial (which we will take advantage of for today’s workshop).

We do not intend to imply endorsement or use of a particular service to meet your educational goals/objectives.

4 of 53

A Moment of Gratitude

University of Washington:

Alyssa Stephenson-Famy, MD

Emily Fay, MD

University of Pennsylvania:

Fei Cai, MD

Eileen Wang, MD

University of Michigan:

Sarah Santiago, MD

Liz Southworth, MD

Helen Morgan, MD

APGO & CREOG

5 of 53

Learning Objectives

Become familiar with microlearning and nanolearning as educational philosophies, and their potential advantages in medical education versus traditional pedagogy considering the modern learner.�
Review commonly available modalities for delivery of microlearning & nanolearning and discern appropriate scope/topics for microlearning/nanolearning educational tools. �
Create a micro-/nano-learning educational intervention using a suggested framework.

6 of 53

A MACRO TALK

on microlearning!

7 of 53

Need the Nano Version?

Check out resources from this presentation, and sign up for a free SMS course on microlearning & nanolearning at:�

www.obgyninternchallenge.com/apgo22

Direct to SMS Course Sign Up (Free!)

Access code: APGO

8 of 53

The Evolution of Learning in Medicine

Joyner, J Urol, 2004

1890s: JHU and “Founding Four,” genesis of residency programs

1910: Flexner Report

Each day students were subjected to interminable lectures and recitations. After a long morning of dissection or a series of quiz sections, they might sit wearily in the afternoon through three or four or even five lectures delivered in methodical fashion by part-time teachers. Evenings were given over to reading and preparation for recitations. If fortunate enough to gain entrance to a hospital, they observed more than participated.

– Flexner Report

9 of 53

The Evolution of Learning In Medicine

It is estimated that the doubling time of medical knowledge in 1950 was 50 years; in 1980, 7 years; and in 2010, 3.5 years. In 2020 it is projected to be 0.2 years—just 73 days.

Students who began medical school in the autumn of 2010 will experience approximately three doublings in knowledge by the time they complete the minimum length of training (7 years) needed to practice medicine. Students who graduate in 2020 will experience four doublings in knowledge.

What was learned in the first 3 years of medical school will be just 6% of what is known at the end of the decade from 2010 to 2020.

Knowledge is expanding faster than our ability to assimilate and apply it effectively; and this is as true in education and patient care as it is in research. Clearly, simply adding more material and or time to the curriculum will not be an effective coping strategy—fundamental change has become an imperative.

Densen, Trans. American Clin. Climatol. Assoc., 2011

Medical knowledge has gone through a rapid expansion in the last few decades. It’s actually quite stark.

One oft-quoted paper by Peter Denson of U Iowa posited that the doubling time of medical knowledge was increasing exponentially fast – and he predicted in 2010 that, in our current day and age, the doubling time of medical knowledge would be just 73 days. That is so head-spinningly fast and also so emblematic of our current times with COVID, where our knowledge and practices have shifted so dramatically in such a short period of time. Denson wrote at the time that fundamental change in our system of education would be necessary to accommodate for this rapidly accumulating amount of information.

Additionally, he suggested a number of external challenges facing medical education beyond just knowledge – including emerging technologies, societal pressures, and reform in healthcare systems. This was 12 years ago!

So what do we need to do to rise to this challenge, of such vastly increased knowledge in the face of a relatively stable structure of GME?

10 of 53

The Evolution of Learning in Medicine

1910: Flexner report consolidates medical schools, promotes 4 year curriculum, establishes residency training as paradigm for physician development.

1980s: Libby Zion, “The House of God,” congressional action (Bell Regulation) begin to place limits on resident work hours (24 hrs consecutive).

2003: ACGME institutes 80-hour workweek rule in addition to other rules to limit resident work hours.

1999: ACGME establishes “competencies” via the Outcomes Project, requiring programs prove outcomes, rather than just “potential” to educate.

2016: FIRST Trial for surgical residents demonstrates noninferior patient outcomes and survey outcomes on “educational quality” for residents randomized to more flexible schedule.

Joyner, J Urol, 2004

2019: COVID-19 pandemic forces abrupt transition to digital learning across medical education spectrum.

By comparison, our degree of change in medical education, particularly at the GME level, has been slow and not rising to the challenge of such knowledge gains.

Abraham Flexner, in his landmark 1910 report about US medical education, pointed to this training program as the gold standard to which US medical education should aspire. Flexner detailed many of the problems in US medical education, including noting the long, passive, and difficult days students and residents endured at a good number of medical schools that didn’t meet the high standards of Flexner. The system of medical education became much more standardized and consolidated as a result of Flexner’s report.

Subsequent change really wasn’t encountered until the 1980s, with the Libby Zion case and the push towards work hour restrictions, and in the 90’s when the ACGME took a more proactive approach to demanding outcomes from residency programs. While we’ve seen changes in the way we teach (simulation, emerging technologies), it hasn’t been systematically implemented across all programs, and the approach to education is once again heterogenous, with some institutions having more bandwidth to adapt to the future and invest in these new learning tools.

The COVID-19 pandemic necessitated change in medical education, forcing schools and residency programs to convert traditional teaching to new digital technologies, with varying levels of success. This might actually be the most revolutionary, forced change in medical education in the last 100 years.

11 of 53

The Evolution of Learning in Medicine

Overview & examples of learning modalities that are appealing to the millennial learner:

E-learning (podcasts, websites, electronic modules)�
Flipped classroom�
Simulation / gamification�
Peer-to-peer teaching�
Social media

Experts in our own field have also pointed to a need for reform as Denson, and in one recent viewpoint, focused on the “learning preferences” of the millennial learner.

In this review, the authors focus on a number of potential learning strategies that might be more appealing to today’s learner and begin to address some of the challenges identified by Denson, with a mixture of modalities (i.e., e-learning tools and social media) and educational philosophies (i.e., flipped classroom and peer-to-peer teaching).

However you can see in the table how the focus is on the shaping cultural events of each generation of learner, and defining character traits of the generation. I would argue though that, rather than being intrinsic traits to millennials, the preferences of millennial learners are actually in response to the rapid expanse of knowledge and the limited changes in the educational environment which I spoke about earlier.

12 of 53

The Millenial Learner:

A Product of the Changing Learning Environment

Millennials have grown up in an environment of choice and unlimited information.

They have an aptitude for web-based, self-directed learning and media literacy, as opposed to lecture hall-based learning and reading literacy.

Customization of their learning and provision of optional ways to learn and discover information, especially in groups, are preferred.

Millennials value sharing and access to education materials, irrespective of copyright laws and the idea of intellectual property.

Millennials would like information to be free and freely available.

Millennials have grown up in an environment of rapidly-changing information that must constantly be refreshed to stay relevant and competitive.

They have an aptitude for web-based, self-directed learning and media literacy in order to adapt to their world of expansive, ever-changing knowledge.

Customization of their learning and provision of optional ways to learn and discover information, especially in groups, are preferred, especially as their time is challenged by the demands of work, and the increased volume of knowledge to accumulate.

Millennials value sharing and access to education materials, irrespective of copyright laws and the idea of intellectual property, as these are viewed as costly or obstructive in their mission to acquire new insights.

Millennials would like information to be free and freely available. Access to knowledge is considered a right, rather than a privilege.

13 of 53

Deloitte “Meet the Modern Learner” (2014)

Now medicine is not alone in dealing with the challenges of limited time, vastly expanding knowledge requisite to perform our jobs, and the need to incorporate new technologies and adapt to either externally-imposed challenges or new learner preferences. The corporate and technology worlds have also been dealing with this problem.

If you attended our talks earlier this week, you may have seen this infographic from Deloitte on the modern learner. While this is predominantly in a corporate context, we can easily imagine this applied to the resident in particular. �

I want to highlight in particular the little time in the workweek that is used for training and development; the frequency of interruptions in the workday; and the speed at which knowledge and skills accumulate and then become relevant, forcing our learners to seek new opportunities; often at their own expense.

Similarly, on the right, we see many of the same qualities pointed out by Denson as opportunities and preferences - for learning to become on-demand, collaborative, and mobile / equitable.

14 of 53

In a word, the modern resident learner is…

OVERWHELMED

15 of 53

Blanchard Co. 2022 HR/Learning & Development (L&D) Report

People are overloaded, tired, and “too busy to learn.”

Level of connection and sense of team identity are dropping.

Learning and development professionals are stretched and dissatisfied with digital/virtual conversions.

https://www.prnewswire.com/news-releases/the-ken-blanchard-companies-releases-its-2022-hrld-trends-survey-301435756.html

16 of 53

1910

2022

EMR

“[Medical school instructors] should be true university teachers, barred from all but charity practice, in the interest of teaching…”

Committees

Emails

Adjacent vs Academic Practice

Protected Time

Effort Recognized

Student Demands

Work Hours

Procedure Logging

17 of 53

In a word, the modern resident learner (and their instructors) are…

In a word, the modern resident learner is…

OVERWHELMED

18 of 53

Microlearning & Nanolearning

Teaching in a 2-5 (nano) or 5-15 (micro) minute window.�
Short form content over an extended period of time.

Opportunity for spaced repetition.�

Intentional design: not just repackaging a lecture or learning management system (LMS).�
Often incorporates varying audiovisual components to maximize impact.

So how do we start to address these challenges? One potential is to reconfigure how our residents and students learn, by reconfiguring our educational offerings to better work within a resident’s workflow and make our formal education more nimble.

One such strategy to accomplish this is applying a philosophy of microlearning or nanolearning. These terms are variably defined in the literature, but as you might imagine, encompass purposefully short lessons - ranging from 2 - 15 minutes of learner effort and attention.

By delivering intentional, high-impact content often combining text, audio, and/or visual resources, learners’ attention is captured. Repetition is easily achieved and encouraged in the format, given the short nature of the lessons. And given that they are short lessons, they can be quickly and easily modified to changing knowledge, practices, or contexts.

19 of 53

Goals of Using Microlearning / Nanolearning

Break material into smaller processing units →

Learning takes place by connecting the smaller units, engendering critical thinking!

20 of 53

Goals of Using Microlearning / Nanolearning

Improve your flexibility to teach on-the-go by leveraging technology.�
Promote engagement and collaboration among learners, regardless of environment (remote, hybrid, in-person).�
Break up your hour-long lecture! Free valuable educational time for other resource-intensive / performance-based activity (i.e., simulation).

21 of 53

Facilitate spaced repetition to ensure continued and consistent exposure.

Replace contact hours, experience, or time spent learning.�

While microlearning can’t…

Microlearning is able to…

22 of 53

Allow the learner to engage with material at an independent pace.

Relay the entirety of a topic or develop nuance in one session.�

While microlearning can’t…

Microlearning is able to…

23 of 53

Provide a foundation and whet the appetite of the recipient, prompting them to seek more information.

Reliably teach minutiae or the small details that are part of clinical practice or individual decision-making.�

While microlearning can’t…

Microlearning is able to…

24 of 53

Make teaching more attainable with small, customizable design.

Provide cover to ineffective teachers, or be a “cure-all” of the learning environment.

While microlearning can’t…

Microlearning is able to…

25 of 53

#OBGynInternChallenge 2020

U Michigan PGY-1s (now 2s!)�
Curriculum created by students seeking unified learning experience prior to residency, using readily available free resources and social engagement.�

Podcasts
Infographics
Social Media presence

26 of 53

#OBGynInternChallenge 2021

Create and disseminate a microlearning curriculum to promote educational equity at the MS-4 → PGY-1 transition.

Understand the landscape and identify disparities in pre-OB/GYN residency preparation.

Evaluate impact of our curriculum on knowledge and confidence of participants.

Demonstrate and quantify the impact of a social, national, and accessible curriculum.

Investigate the potential of microlearning and social media in medical education.

27 of 53

Methods - Design

Retrospective

Enrollment survey:

Demographic information.
Medical school and residency.
Clerkship and Sub-I information.
Pre-residency experiences - hands-on experience, boot camps, COVID impact.
Preferred modes of learning.
Self-confidence in preparation at time of medical school exit.

Prospective

Evaluation of a pre-residency preparatory curriculum delivered via SMS

Pre- and post-intervention knowledge assessments.
Evaluate continuation, engagement, extracurricular application (social media).
Feasibility and desire to engage in the offering.

June 2021

End and Evaluate

Majority finish by June 4. Post-surveys sent immediately after course completion.

May 2021

Curriculum Start

First SMS message sent May 3; ongoing late enrollments through May 10.

April 2021

Recruitment Begins

Residency program director email (x1); social media and word of mouth.

January 2021

Curriculum Design

Evaluate CREOG objectives, write course, create new content as needed.

28 of 53

Microlearning & Nanolearning: The Next Steps in MedEd?

Relatively little study in medical education of these learning modalities despite advantages in creation and ability to scale.�
Goal of this talk to encourage content development by reviewing our experience / opinions, and provide springboard for your own investigations!

29 of 53

Microlearning & Nanolearning

30 of 53

Infographics

Piktochart, Easel.ly, Canva… even PowerPoint!�
High quality visual summaries.�
Organize information and highlight key points.�
Easily shareable and re-purposeable:

Outline policies or protocols on your unit.
Patient education sent to them or in waiting rooms.

31 of 53

Infographics

In medical literature:

Preferred across age groups and experience levels to text-only abstracts
Equivalent delayed retention rates.

In fact, infographics are quickly becoming a great way to disseminate new medical knowledge. A number of journals, including The Green Journal, have begun to create infographics for some abstracts.

Limited medical literature demonstrates that audiences prefer to read infographics to traditional text abstracts. Delayed knowledge retention was no different in one study of infographics in emergency medicine literature. I expect this to become more of a trend as large journals and conferences begin to use this to help promote new and significant findings.

32 of 53

Infographics: High Impact Summaries

Here are a few more examples.

The top left comes from the #OBGynInternChallenge topic day on TOLAC.

The bottom left comes from our podcast, CREOGs Over Coffee, and is based on a job aid from our training at Brown University for our residents and nurses on interventions needed for PPROM and PTL.

The right side is a new infographic from SMFM for reviewing its new committee document on soft markers in ultrasound.

SMFM infographic: https://s3.amazonaws.com/cdn.smfm.org/attachments/964/f96606b419c1952c62502e9263dfec15.pdf?X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=02RKZKZD2RMKZXHB38R2%2F20220301%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20220301T061442Z&X-Amz-Expires=3600&X-Amz-SignedHeaders=host&X-Amz-Signature=e6f9e1a90a836727c1084881d23f0bf5150873c85d37ad89d49bfce6d38a3ef6

33 of 53

Podcasts and Short-Form Lecture

88.9% of EM residents (2016) and 60% of anesthesia residents (2013) listen to a podcast at least monthly.�
Majority (>75%) identify 30 minutes or less as ideal length.�
Preferred for convenience, portability, and ability to multitask.�

Allow for both current literature upkeep, “tips and tricks,” as well as learning of core topics.�
72.2% (EM) agreed or agreed strongly that podcasts changed their clinical practice.

34 of 53

Efficacy of Podcasts

Orthopedics: RCT of 130 students found greater posttest improvement in those randomized to podcast vs book chapter.�
EM: Crossover RCT of 100 residents demonstrated no negative effects on knowledge retention of those driving while listening to podcast vs undistracted listening.�
OB/GYN: RCT ongoing…

CREOGs Over Coffee survey demonstrates junior learners feel more confident in their knowledge and skills as a result of the podcast.

https://bit.ly/3hZJlev

www.obgyninternchallenge.com/apgo22

35 of 53

Learn to Podcast!

obgyninternchallenge.com/apgo22

36 of 53

Social Media

I realized that although even nonclinicians knew the answer to the “what” question, most people had remained comfortably ignorant regarding the “why,” just as I had.

Since I posted the answer, my opening tweet has been seen by more than 120,000 Twitter users, and more than 10,000 of them viewed the entire nine-tweet thread.

The size of that audience far outstrips the reach of any paper I’ve written or lecture I’ve delivered and signaled that I was far from alone in being fascinated by questions about pathophysiology and mechanisms of disease.

Social media is also an interesting avenue for nanolearning, with Twitter likely being the most well studied and utilized of these. I particularly like the style of Tony Breu, MD, a medicine physician at MGH/BWH in Boston. Dr. Breu shared his admiration for “tweetorials,” or short strings of tweets meant to engage with a question and provide teaching, in a recent Viewpoint in NEJM. I encourage you all to check it out and to follow Dr. Breu if you’re on Twitter for some really incredible insight into medicine topics.

https://www.nejm.org/doi/10.1056/NEJMp1906790?url_ver=Z39.88-2003&rfr_id=ori:rid:crossref.org&rfr_dat=cr_pub%20%200pubmed

Tells the story of his 4 year old daughter asking, my 4-year-old daughter while reading her favorite book at bedtime: Me: “ . . . with Emma Rose inside.” Daughter: “Why was Emma Rose in the house?”Me: “Because she was sleeping.”Daughter: “Why was she sleeping?”Me: “Because it was nighttime.”Daughter: “Why was it nighttime?”Me: “Because the Earth rotates.”Daughter: “Why does the Earth rotate?” To this fourth “why,” I replied “I don’t know” and moved on with the story. After finishing the book, I sat in bed wondering not only about the potential answers to my daughter’s question, but also why I’d failed to ask it myself. Had I lost my curiosity?

Reflects on the shared love of asking questions that can be brought between a novice and an expert; an open forum for debate, clarification, and collaboration; and the impressive reach when “why” questions are posited.�A great follow on Twitter if you’re not following him already!

37 of 53

Social Media

ISUOG, Crush CREOGs, etc… other examples of social-media based learning

Warn of distraction of social media for some learners and note more study is needed to evaluate efficacy (more on that later)

38 of 53

Gamified Learning & Mobile Apps

Kahoot, Quizlet, Socrative, various mobile apps.�
Mobile-friendly quiz applications that promote active participation, team-learning, short live lessons.�
Can be used as “check of understanding” in live lecture or stand-alone modules.

39 of 53

A Case Study of

Gamified Learning

Language-learning app focused on micro-lessons for beginner and intermediate levels.�
To achieve a fourth-semester of college language class proficiency:

99 median hours of activity in French
125 median hours of activity in Spanish �

80+% satisfaction in courses.

40 of 53

Microlearning & Nanolearning: Why SMS?

“Nano the Micro”: Forces microlearning from design perspective with character limitations - 1200 character max.

Equity: 20% of Americans don’t have access to broadband to support traditional LMS / eLearning. Laptops, smartphones not necessary.

Engagement: higher course completion rates versus other modalities in corporate settings.

Arist Co. industry whitepaper, 2020

Finally, I want to come to our main approach for the #OBGynInternChallenge, which was SMS messages. SMS is a very interesting option to develop a microlearning or nanolearning course, as it is relatively simple but remarkably effective. We’ve also seen in recent years how SMS has revolutionized patient follow up for postpartum care, particularly in postpartum depression.

Why is it so effective?

One aspect is familiarity. SMS doesn’t require a new app, typically. Additionally, it’s reachable for both educators and learners. You don’t even need a smartphone, which brings down the barriers to entry significantly.

We utilized a learning-centric message service known as Arist. Their industry whitepaper summarizes their experience with course delivery – 94% completion rate versus low course completion in other modalities, and

95% open rate of text message vs other notification/delivery systems;

They also note that 90% of texts are opened within 3 minutes of delivery!

41 of 53

SMS: Courses and Communication

Delivery of a Formal Course

Requires no additional apps for user download or costs to user.�
Takes advantage of notifications we are primed to tune into.�
Requires a nanolearning approach due to character limitations.

Communicate with Learners

Informal, low stakes.�
Allows for “on the fly” learning and sharing of clinical experience in a private forum.�
Encourages collaboration, knowledge seeking, encouragement.

42 of 53

#OBGynInternChallenge & UW CREOG Review

Courses delivered via SMS with:

Infographics
Podcasts
Short readings
Multiple choice questions with immediate feedback�

High satisfaction and completion rates. �
Demonstration of improvement on post-course knowledge assessment.

43 of 53

UW MFM Signal Chain

Low stakes presentation of ultrasound cases.�
Allow opportunity for:

Spaced repetition of foundational syndrome findings.�
Sharing of rare or unusual presentations.�
Opportunity for less frequent teaching faculty to participate in teaching, and fellows to participate in ultrasound even when off-rotation.

44 of 53

#OBGynInternChallenge:

Use of Curricular Components

Text:

Median 5 days/week
IQR (4-5)

Podcast:

Median 3 days/week
IQR (2-5)

Website:

Median 4 days/week (IQR 3-5)

Infographic:

Median 4 days/ week
IQR (3-5)

Social Media

Median 0 days/week
IQR (0-1)

45 of 53

Efficacy of Curriculum Components

Effect of Curriculum Components on Score Improvement
Component	% Score Improvement with use per day (95% CI)	P- Value
Text Message	-0.53 (-2.18 to 1.13)	p=0.750
Podcast	1.71 (0.74 to 2.69)	p=0.019
Infographic	0.44 (-0.89 to 1.77)	p=0.391
Website	1.20 (0.22 to 2.19)	p=0.002
Social Media	-1.79 (-3.05 to -0.35)	p=0.015* *Higher use associated with less improvement

46 of 53

Knowledge Improvement

There is increased knowledge based on knowledge tests after completion of this multimodal curriculum

Mirrors results from other studies that look at bootcamps/learning interventions for Ob/Gyn learners

Improvement Depends on Use

High use of podcast and website were associated with more improvement

May be because podcast and website included more in depth information compared to other modalities

47 of 53

Framework for Microlearning / Nanolearning

Intentionally create the puzzle pieces of your topic - keep content units small.

Incorporate spaced repetition and reference to prior learning - encourage neural links.

Use high quality visuals, summary points, and tech to break up longer lessons.

Encourage conversation and collaboration amongst learners.

So let’s start creating! Before we get started, we wanted to share a framework to consider for your nanolearning adventures.

Keep the principle in mind - digestible pieces are desirable! Short time is valuable time, if provided intentionally. A 10 minute chalktalk ending in an infographic review, a text message with a pearl of wisdom, or breaking up your hour-long lecture with question competitions can all be examples of embracing this principle. �
Leverage technology! It’s easier than ever to create a high quality visual or podcast, or a quick quiz game.�
Use these small lessons as an opportunity to help your learners create links between concepts. It’s tempting to give a big lecture about a foundational topic – but what if you did each small piece really well, and left the breadcrumbs to link it all together? Or better yet, after a few small lessons, link it together with an infographic!�
Even more important is to allow conversations and collaboration to occur with your learners. Their conversations help solidify understanding. Social media and private messaging can help facilitate these conversations.

48 of 53

Let’s Chat!

Join us on Padlet:

What prior experience do you have with nanolearning (if any)?

What topics do you think could be addressed with nanolearning?

What curricular challenges do you face where nanolearning might help?

What questions or shortcomings are you worried about with a nanolearning approach?

49 of 53

PPROM

Evaluation�
Interventions�
Evidence/rationale for each intervention�
Risks and clinical concerns�
Future pregnancy

50 of 53

51 of 53

Framework for Microlearning / Nanolearning

Intentionally create the puzzle pieces of your topic - keep content units small.

Incorporate spaced repetition and reference to prior learning - encourage neural links.

Use high quality visuals, summary points, and tech to break up longer lessons.

Encourage conversation and collaboration amongst learners.

Keep the principle in mind - digestible pieces are desirable! Short time is valuable time, if provided intentionally. A 10 minute chalktalk ending in an infographic review, a text message with a pearl of wisdom, or breaking up your hour-long lecture with question competitions can all be examples of embracing this principle. �
Leverage technology! It’s easier than ever to create a high quality visual or podcast, or a quick quiz game.�
Use these small lessons as an opportunity to help your learners create links between concepts. It’s tempting to give a big lecture about a foundational topic – but what if you did each small piece really well, and left the breadcrumbs to link it all together? Or better yet, after a few small lessons, link it together with an infographic!�
Even more important is to allow conversations and collaboration to occur with your learners. Their conversations help solidify understanding. Social media and private messaging can help facilitate these conversations.

52 of 53

Tweetorial: Osteoporosis

Kahoot: ***

https://twitter.com/OBGynChallenge/status/1393270747863212033

53 of 53

Questions?

Check out resources from this presentation, and sign up for a free SMS course on microlearning & nanolearning at:�

www.obgyninternchallenge.com/apgo22

Direct to SMS Course Sign Up (Free!)

Access code: