Author Identifier (ORCID)
Abstract
Teaching is an expected as part of the health professional’s role, amidst clinical and administrative workloads, yet many receive limited education training. Microlearning addresses this gap through short, focused, flexible learning units integrated into daily workflows for immediate application. Our paper presents twelve practical tips to guide faculty developers to design, implement, evaluate and sustain microlearning programs for faculty development (FD). The tips offer ideas to help faculty developers manage common barriers to engagement (i.e. time, relevance, technology, institutional support) and provide ideas to navigate these. The tips are applicable to health professions education (HPE) settings seeking scalable, sustainable, low burden professional development. We include a case study example throughout to support application. Applied incrementally or collectively, these tips support the integration of brief, targeted FD into clinical and teaching workflows to enhance sustained improvements in teaching quality, educator identity, and long-term professional development.
Keywords
continuing education, education, educational technology, faculty, medical, medical, professional development
Document Type
Journal Article
Date of Publication
1-1-2026
ISSN
0142159X
Publication Title
Medical Teacher
Publisher
Taylor & Francis
School
School of Medical and Health Sciences
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Fitzgerald, K., Vaughan, B., Clements, T., King, S., Ledger, A., Mathews, K., Norton, R., Poulton, M., Shea, R., Watson, R., Eppich, W., Trumble, S., & De Carvalho Filho, M. (2026). Twelve tips for using microlearning for faculty development. Medical Teacher, 48(8), 1316–1325. https://doi.org/10.1080/0142159X.2026.2671438