ArticleFrontiers in medicine2025
Preclass video nanolearning or microlearning in blended medical education.
Article in Frontiers in medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Short educational videos, including microlearning (multi-concept) and nanolearning (single-concept), are increasingly used in blended medical education. Objective: This study examined medical students' preferences, learning behaviors, and outcomes when engaging with nanolearning versus amalgamated microlearning videos. Methods: A convergent parallel mixed-methods design was used. Fifth-year medical students accessed core concept videos in both formats and completed a questionnaire on format preference and learning experience. Data included questionnaire responses, online activity logs, and assessment scores, analyzed using statistical tests and thematic analysis. Results: Of 156 students, 140 responded; 79 preferred microlearning, 18 preferred nanolearning, and 43 had no strong preference. While video engagement time did not differ, nanolearning-preferring students more often completed individual concepts. The "either" group reported higher satisfaction, and the microlearning group performed better on essay assessments. Regardless of format, students found the short videos convenient and effective. Conclusion: Students valued both nanolearning and microlearning formats for pre-class preparation. Incorporating short, flexible video formats may enhance engagement and learning in medical education.
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Registered trials
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