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Twelve tips for using microlearning for faculty development
Kylie Fitzgerald1, Brett Vaughan1,2,3, Tamara Clements1
1Department of Medical Education, Melbourne Medical School, The University of Melbourne, Melbourne, Australia.
Medical Teacher
|May 26, 2026
Summary
This study offers twelve practical tips for designing and implementing microlearning programs for faculty development (FD) in health professions education. These strategies help overcome barriers to engagement and improve teaching quality.
Area of Science:
- Health Professions Education
- Faculty Development
- Educational Technology
Background:
- Health professionals are expected to teach but often lack formal training.
- Clinical and administrative duties limit opportunities for traditional professional development.
- Microlearning offers a flexible solution for integrating learning into daily workflows.
Purpose of the Study:
- To provide practical guidance for faculty developers on creating and sustaining microlearning programs.
- To address common barriers to faculty engagement in professional development.
- To enhance teaching quality and educator identity in health professions education.
Main Methods:
- The paper presents twelve practical tips for designing, implementing, evaluating, and sustaining microlearning programs.
- A case study example is integrated to illustrate practical application.
- The tips are designed to be scalable, sustainable, and low-burden for faculty.
Main Results:
- The twelve tips offer strategies to navigate barriers such as time constraints, relevance, technology, and institutional support.
- Microlearning can be applied incrementally or collectively to enhance professional development.
- The approach supports the integration of brief, targeted faculty development into clinical and teaching workflows.
Conclusions:
- Microlearning provides a viable model for ongoing faculty development in health professions education.
- Implementing these tips can lead to sustained improvements in teaching quality and educator identity.
- This approach supports long-term professional growth for health educators.
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