Microlearning: A Powerful Interactive Tool for Anatomy Education

There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Introduction
Microlearning is a powerful interactive tool that can engage students by utilizing short, focused information to address specific objectives on various screen devices. The significant volume of anatomy content to be memorized can be overwhelming to students. Breaking down the material into smaller pieces that can be processed more easily makes microlearning favorable vs. traditional older education designs.

Thus, this study aims to assess the satisfaction of utilizing a microlearning tool with focused anatomy content for first-year medical students (M1s).

Methods
Five modules were created and uploaded onto a microlearning platform called EdApp (https://link.edapp.com/uZjwcsIRCqb - poster presentation will include module demo to audience). All M1s at Creighton University School of Medicine–Phoenix campus were invited to use EdApp. All students accessed this with any electronic device and completed the modules voluntarily.

After exposure to EdApp, all M1s were invited to complete an anonymous and voluntary satisfaction survey to assess overall satisfaction with the microlearning module content and EdApp.

Results
Based on the EdApp login data, of the 101 M1s that were invited to use EdApp, 55 students used the microlearning anatomy modules. Out of the 101 M1s, 19 students completed the survey–of which 18 reported they used some or all of the five available modules.

From the group that reported they used EdApp, the average reported content satisfaction was 8.4±1.5 out of 10. Overall, over 82% of respondents found each module to be helpful. 0% of the respondents found the modules to be unhelpful. While 94% of respondents indicated that the content did not need improvement, 71% preferred the addition of cadaveric images when prompted on ways to improve content.

The average overall satisfaction with the microlearning platform itself was 8.2±1.8 out of 10. 83% accessed EdApp via desktop, and 17% used a smartphone. 95% stated they would use EdApp again, with 83% stating improved content would be the deciding factor. 88% said they would prefer a microlearning tool to be available as a supplement in the future.

Conclusion
The high survey score in overall satisfaction with the content and EdApp indicate that most learners found microlearning beneficial to their anatomy education. An overwhelming majority of learners stated they were willing to use the microlearning tool again and would prefer it to be available as a supplement in the future, further endorsing its place in future anatomy curricula.

Significance
A traditional anatomical educational model with a formal knowledge transfer between expert and learner could be missing the dynamic, flexible interaction and novelty that can prevent mental fatigue and promote long-term memory retention. New educational methodologies like microlearning shift the role of the student from consumer to prosumer, motivating students to feel a greater responsibility for their own learning goals.

With the increasing affinity for screen device-friendly supplemental material and interactive learning among students, anatomy education must evolve with the landscape of medical education. This introductory study demonstrates that students who use microlearning tools report high satisfaction levels and perceive its use to be a highly beneficial supplement to their education. Our next step will assess the effectiveness of microlearning on long-term memory retention. (IRB approved: Exempt under 45CFR46.104(d), Categories 1 and 2)