2026 Southeastern Residency Conference

Authors’ Names: Victoria Creo, Rebecca Stone, Jordan Khail

Background
Micro-learning is an educational strategy that delivers brief, instructional content designed to improve learner engagement, knowledge retention, and accessibility of materials. Within pharmacy education, micro-learning may provide an effective method for reinforcing clinically relevant counseling points that can be applied in various practice settings. Limited data exists to evaluate the effectiveness of micro-learning modules as an adjunct educational tool within Doctor of Pharmacy curricula. This study aims to evaluate the impact of micro-learning modules on student knowledge and retention and to assess pharmacy student perceptions regarding usefulness of micro-learning in pharmacy education.

Methods
Doctor of Pharmacy students from all professional years enrolled in accredited pharmacy programs throughout the state of Georgia were invited to participate in this study. Participants completed brief microlearning modules designed to deliver counseling information related to pregnancy prevention and opioid harm reduction strategies relevant to pharmacy practice.

Knowledge assessments were administered before and after completion of the modules to evaluate learning outcomes. A second post survey was also administered to determine knowledge retention thirty days following module completion. Additionally, the pre-/post-surveys will assess student perceptions of relevance of clinical topics to pharmacy profession and confidence in providing counseling on module topics. Post-survey will also evaluate student perceptions of micro-learning modules, including ease of use and willingness to utilize similar modules in future pharmacy learning. Descriptive statistics will summarize participant characteristics and survey responses, and a paired t-test will be computed to assess the difference between the pre-test and post-test knowledge scores.

Results
To date, 50 student pharmacists have completed the pre-intervention survey and baseline knowledge assessment. Mean baseline knowledge scores were 69.4% for the questions related to women’s health topics (prescription and over-the-counter emergency contraception and over-the-counter contraception) and 70.9% for the questions related to opioids and harm reduction topics (naloxone, fentanyl test strips, medication disposal). Post-intervention data collection is ongoing to assess the impact of the microlearning modules on student knowledge and perceptions.

Conclusion
In progress