Is Microlearning the Alternative in the Age of Hyperconnectivity

NCT06926114 | Enrolling By Invitation

• 1 other identifier: Faculty of medicine of sousse
• Study Type: interventional
• Target: 24
• Locations: 1 country
• Sites: 1

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.

Conditions

Knowledge Acquisition; Engagements and Motivation

Keywords

Microlearning; Medical Education; Digital Natives; Hyperconnectivity; Spinal deformities

Outcome Measures

Primary Outcomes (1)

• 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

Study Arms (2)

Microlearning group

EXPERIMENTAL

thirteen students will be included into the microlearning group

Device: Microlearning intervention

Traditional block-format module group

ACTIVE COMPARATOR

eleven students will be included into traditional block-format module group

Device: Traditional block-format module group

Interventions

Microlearning intervention DEVICE

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.

Microlearning group

Traditional block-format module group DEVICE

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.

Traditional block-format module group

Eligibility Criteria

• Age: 24 Years+
• Sex: all
• Healthy Volunteers: No
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• 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

You may not qualify if:

• 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

Sponsors & Collaborators

• Faculty of Medicine, Sousse: lead

Study Sites (1)

TUN

Sousse, 4000, Tunisia

Location

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NON RANDOMIZED
• Masking: SINGLE
• Who Masked: PARTICIPANT
• Purpose: BASIC SCIENCE
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Associate Professor

Study Record Dates

• First Submitted: March 25, 2025
• First Posted: April 13, 2025
• Study Start: April 7, 2025
• Primary Completion: May 31, 2025
• Study Completion: June 7, 2025
• Last Updated: May 29, 2025

Record last verified: 2025-04

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)