What question did this study set out to answer?

The study aims to evaluate the effect of micro learning versus traditional teaching on MBBS students' performance in physiology.

January 26, 2026Open Access

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

Key Points

The study aims to evaluate the effect of micro learning versus traditional teaching on MBBS students' performance in physiology.
Retrospective comparative study involving 792 first-year MBBS students.
Intervention Group received micro learning modules alongside traditional teaching.
Control Group received only traditional teaching.
Performance assessed through formative and summative examinations in three physiological domains.
Intervention Group had significantly higher formative scores (72.4% vs 64.8%, p<0.001).
Summative scores were also higher in the Intervention Group (68.5% vs 61.3%, p<0.001).
Overall pass rates improved from 82.7% to 91.2% (p<0.001).
Cardiovascular physiology had the largest effect size (Cohen's d=0.89).
Strong student and faculty feedback supported the micro learning approach.

Abstract

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.Keywords: Micro learning, medical education, physiology, MBBS, educationaltechnology, blended learning

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