Microlearning offers a flexible, asynchronous alternative to traditional faculty development programs, which often require time-intensive, in-person sessions and limit participation among clinician-educators. This mixed-methods pilot study evaluated the feasibility and effectiveness of microlearning for faculty development in cardiovascular education. Eight faculty members completed pre- and post-tests over a four-month interval, a satisfaction survey, and interviews. Median scores improved from 366.07 to 400.00, with a moderate effect size (rank-biserial correlation = 0.52), though results were not statistically significant (P =.25). Satisfaction was high, and qualitative themes emphasized flexibility, clarity, and perceived value, while time constraints remained a barrier. Microlearning appears feasible and well-received for faculty development, offering a scalable, flexible approach. Larger studies with control groups and extended follow-up are needed to assess long-term impact.
Lammers et al. (2025) studied this question.