The Impact of Micro Learning on Physiology Education in First Professional MBBS Students: A Comparative Study

AbstractBackground: Traditional teaching methods in medical education often overwhelmfirst-year MBBS students with vast amounts of complex physiological information.Micro learning, which delivers content in focused 3-10-minute modules, has emerged asa promising alternative pedagogical approach. Objective: To evaluate and compare theimpact of micro learning interventions versus traditional teaching on formative andsummative assessment performance in cardiovascular physiology, neurophysiology, andnerve-muscle physiology among first professional MBBS students. Methods: Thisretrospective comparative study included 792 first-year MBBS students from sixconsecutive batches (2019-2024) at Burdwan Medical College, West Bengal. TheIntervention Group (n=396, batches 2019-2021) received micro learning modulesalongside traditional teaching, while the Control Group (n=396, batches 2022-2024)received only traditional teaching. Academic performance was assessed throughformative and summative examinations across three physiological domains. Results:The Intervention Group demonstrated significantly superior performance across alloutcomes. Mean formative assessment scores were 72.4±8.6% versus 64.8±9.2%(p<0.001, Cohen's d=0.85), and summative scores were 68.5±10.2% versus 61.3±11.4%(p<0.001, Cohen's d=0.66). Overall pass rates improved from 82.7% to 91.2% (p<0.001,OR=2.20). Cardiovascular physiology showed the largest effect size (Cohen's d=0.89).Student and faculty feedback strongly favored the micro learning approach, with 92.7%of students recommending its continuation. Conclusion: Micro learning significantlyenhances physiology education outcomes for first-year MBBS students. Theintervention improved both formative and summative performance while reducingstudy time and increasing engagement. A blended approach combining micro learningwith traditional teaching is recommended for optimal results.