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Table 1 Rationale for Components of the Bite-Sized Teaching (BST) Model

From: The micro revolution: effect of Bite-Sized Teaching (BST) on learner engagement and learning in postgraduate medical education

Component Description Rationale
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 [14].
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].
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