Exploring medical interns’ perceptions and satisfaction with task-based microlearning in an otolaryngology rotation: a mixed-methods study

Abstract Background The integration of traditional and modern educational approaches in contemporary curricula, particularly in medical education, is becoming increasingly necessary. Medical schools and healthcare institutions are seeking to enhance the effectiveness and efficiency of training programs, while medical educators grapple with challenges such as the rapid expansion of medical knowledge, the need for lifelong learning, evolving learner expectations, and technological advancements in clinical education. Microlearning, a learner-centered approach that delivers content in small, digestible chunks, has emerged as a promising solution. Recent studies suggest that incorporating microlearning into traditional teaching methods may help address some of these challenges effectively. Task-based learning, another student-centered approach, emphasizes practical skill development through problem-solving and task completion. This study aimed to explore the perceptions and satisfaction of otolaryngology interns with this educational intervention. Methods This mixed-methods study was conducted at Amir Aalam Hospital with otolaryngology interns to explore their perceptions with task-based microlearning. Five micro-videos, covering essential procedures such as ear examination and epistaxis management, were developed by faculty members, filmed at the clinical skills center, and shared via WhatsApp at the beginning of the rotation. Data were collected through semi-structured interviews and a validated satisfaction questionnaire. Qualitative data were analyzed using conventional content analysis, while quantitative data were analyzed using SPSS with descriptive statistics and a one-sample t-test. The study protocol was approved by the Ethics Committee of Tehran University of Medical Sciences. Results Content analysis identified two main themes—design considerations and consequences—encompassing interns’ perceptions related to accessibility, timing, learning processes, and psychological impact. The mean satisfaction score (M = 3.92, SD = 0.66) was descriptively higher than the theoretical midpoint of the scale (illustrative one-sample comparison, t (18) = 6.00, p < .001. Quantitative findings were generally consistent with the qualitative themes regarding accessibility, learning support, and learner satisfaction. Furthermore, 18 of 19 respondents (94.7%) reported overall satisfaction with the intervention. Conclusion Qualitative findings suggested that thoughtfully designed task-based microlearning may facilitate learning and contribute to intern satisfaction. The educational features identified in this study suggest that task-based microlearning may support a range of educational objectives, especially when used in conjunction with other instructional strategies such as observation of expert work in real-world clinical settings. Future research is recommended to explore the long-term effects of this approach in diverse clinical departments and hospitals.