Is Microlearning the Alternative in the Age of Hyperconnectivity

Официальное название

Is Microlearning the Alternative in the Age of Hyperconnectivity: A Quasi-Experimental Study

Обзор

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.

Вмешательства

• Устройство Microlearning 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.
• Устройство Traditional 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.

Первичные конечные точки

• knowledge acquisition : Short and long-term retention [Срок оценки: Immediatly post intervention score and one month post intervention score and the difference between pre and immediate post intervention score]

Критерии участия

Критерии включения

• 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

Критерии исключения

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

Критерии приведены из реестра в оригинале (на английском). Окончательную оценку соответствия проводит исследовательский центр.

Здоровые добровольцы: Нет

Дизайн исследования

Распределение

Нерандомизированное

Модель

Параллельные группы

Маскирование

Простое слепое

Основная цель

Фундаментальное исследование

Центры проведения

Tunisia · 1 центр

• TUN — Sousse

Идентификаторы

NCT: NCT06926114 · Faculty of medicine of sousse

Первоисточники (государственные реестры)

• ClinicalTrials.gov (NIH, США)

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