Microlearning in physiotherapy practice: a qualitative study on barriers, facilitators, and implications for knowledge retention and clinical decision-making

Microlearning has emerged as a flexible and accessible approach to continuing professional development in healthcare. However, its application within physiotherapy practice and its perceived role in supporting knowledge retention and clinical decision-making remain underexplored. This study aimed to explore physiotherapists’ perceptions of microlearning in clinical practice, with a focus on identifying barriers and facilitators to its use, as well as its perceived impact on knowledge retention and clinical decision-making. A qualitative descriptive study design was employed using open-ended survey questions. Physiotherapists were invited to share their experiences and perspectives on microlearning. Data were analyzed using reflexive thematic analysis, following an inductive approach to identify patterns of meaning across responses. Key barriers to microlearning engagement included time constraints, workload pressures, concerns regarding content quality, and limited clinical specificity. Facilitators comprised integration into clinical workflows, ease of access, and organizational support. Case-based learning, visual content, and interactive elements were identified as important features for enhancing knowledge retention. Microlearning was further perceived as a just-in-time cognitive support tool, enabling rapid recall of clinical information and supporting decision-making at the point of care. Engagement with credible and contextually relevant content was also associated with increased confidence and perceived improvements in patient safety. Microlearning is perceived as a valuable and practical educational approach within physiotherapy, particularly when aligned with clinical workflows and supported by credible, contextually relevant design. Future longitudinal and mixed-methods studies should examine microlearning’s integration into physiotherapy education and its impact on knowledge retention, clinical decision-making, and practice.