|Brief focused learning units||Multiple, 8-min microlearning talks threaded thematically replace traditional lecture.||
Brief learning units enable learner engagement [5, 6].|
‘Chunking’ or segmenting content in smaller parts manages intrinsic load [5, 6].
|Distilled, relevant content||Provide carefully refined and relevant content focused around one specific learning objective. Organize content in knowledge schemas for learners.||
Focus on teaching knowledge schemas for learners to enhance germane load and enable storage in long-term memory [5, 6].|
‘Weeding out’ of non-essential content reduces extraneous cognitive overload and focuses attention on content .
|Refined presentation & delivery||Prioritize use of select purposeful visual aids and attention to delivery.||Use of media to reduce extraneous load. Includes eliminating redundancy, signaling to focus attention, integration of images and modality effect of using complimentary visual and auditory channels enable learning [14,15,16].|
|Peer Teaching||Resident speakers create and deliver talk for audience of peers.||Active learning enables deeper understanding of content. Peer teaching enables consideration of peers’ learning needs, matching content with expertise, and promotes learner engagement to enhance germane load [17, 18].|