Micro-learning and Micro-assessment Fulfill Teaching, Learning, and Patient Care Needs for Neurologists: Results of a qualitative study
Kara Stavros1, Alexandra Miller2, Jeremy Moeller3, Kimberly Wiseman4, Sydney-Evelyn Gibbs4, Xiaoyu Sun5, Lynne Shindoll5, Robert Rook5, Michaela Morris5, Tessa Dahlgren5, Zachary London6, Roy Strowd7
1Warren Alpert Medical School of Brown University, 2Memorial Sloan Kettering Cancer Center, 3Yale University, 4Wake Forest School of Medicine, 5American Academy of Neurology, 6University of Michigan, 7Wake Forest School Of Medicine
Objective:
To understand how neurologists use NeuroBytes (NB) and Question of the Day (QOD) and explore their impact on clinical practice, education, and lifelong learning.
Background:
Micro-learning is the acquisition of knowledge or skills in small units, commonly delivered via digital technology. NB and QOD are two micro-teaching programs in neurology. NBs are brief, video-based mini-courses on clinical topics; QODs are daily multiple-choice questions (micro-assessment).
Design/Methods:
Individual semi-structured interviews were conducted with 28 participants. Purposive sampling was used to recruit neurologists or trainees who completed at least 1 NB or 25 QODs within the last 3 months. Participants were asked about their use of NB/QOD, what they perceived to gain from the product, how learning influenced their practice, and how this influenced lifelong learning. Thematic analysis was used to generate codes and describe themes emerging from the data.
Results:
Neurologists were enthusiastic to utilize NB and QOD. Three themes emerged. NB and QOD were used to (1) enhance teaching, (2) influence clinical care, and (3) facilitate lifelong learning. Enhancing Teaching: Interviewees used knowledge gained from NB/QOD in their own instruction and used NB/QOD with students. QOD was a model for writing their own assessments. Patient Care: Respondents kept their knowledge current and reinforced concepts already known. QOD had lesser impact on patient care because it was utilized for identifying knowledge gaps, often outside the subspecialty niche. Lifelong Learning: QOD was used to identify gaps in knowledge, whereas NB was utilized to fill educational gaps participants already recognized. NB and QOD were viewed as time-saving and could be completed on-the-fly. However, they were considered supplemental resources that lack depth.
Conclusions:
NB and QOD are convenient supplemental resources for teaching, learning, and augmenting clinical practice. Micro-learning and micro-assessment delivered through these programs fulfilled different learning needs and have complementary educational roles.