Micro-Learning for Knowledge Retention

Overseen By Benjamin H Levi, MD PhD

Age: 18+

Sex: Any

Trial Phase: Academic

Sponsor: Milton S. Hershey Medical Center

Disqualifiers: Younger than 18

No Placebo Group All trial participants will receive the active study treatment (no placebo)

Approved in 2 Jurisdictions This treatment is already approved in other countries

Compensation: Varies

Number of Visits: Unknown

12000 Participants Needed

Trial Summary

Do I need to stop my current medications for this trial?

The trial information does not specify whether you need to stop taking your current medications.

What data supports the effectiveness of the treatment iLookOut Micro-learning, iLookOut for Child Abuse, iLookOut Core Training?

Research shows that iLookOut training improves knowledge and attitudes about identifying and reporting child abuse. Additionally, microlearning, a key component of iLookOut, has been found to enhance knowledge retention and application in various settings, such as dementia care and chronic kidney disease education. ^{1 2 3 4 5}

How is the iLookOut Micro-learning treatment different from other treatments for knowledge retention?

The iLookOut Micro-learning treatment is unique because it uses small, easily digestible units of information to enhance learning and retention, which can be accessed flexibly and repeatedly over time, unlike traditional methods that may not offer the same level of adaptability and immediacy. ^{2 3 5 6 7}

What is the purpose of this trial?

This project investigates whether a multi-faceted strategy involving iLookOut's evidence-based Core Training plus an innovative follow-up Micro-Learning can promote knowledge retention and change behavior among early childhood professionals (ECPs) with regard to child abuse and its reporting. Additionally, this study will evaluate if non-ECPs experience similar improvements and retention of knowledge and changes in behavior as do ECPs.

Eligibility Criteria

This trial is for individuals who are 18 years or older and work as early childhood professionals (ECPs), or non-ECPs interested in child abuse awareness and reporting. It's not open to anyone under the age of 18.

Exclusion Criteria

I am under 18 years old.

Timeline

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Core Training

Participants complete the iLookOut Core Training module online

1-2 weeks

Online access

Micro-Learning Intervention

ECP participants receive access to the Micro-Learning intervention at varying intervals (immediate, 3, 6, or 9 months) after completing the Core Training. Non-ECPs receive immediate access.

3-9 months

Online access

Follow-up

Participants are monitored for knowledge retention and behavior change regarding child maltreatment and its reporting

6 months

Treatment Details

Interventions

• iLookOut Micro-learning

Trial Overview The study is testing if a program called iLookOut, which includes Core Training followed by Micro-Learning sessions, can help ECPs and non-ECPs remember what they've learned about child abuse and change their behavior towards reporting it.

Participant Groups

Group I: 3-month Active Control 1 Intervention

ECP participants who receive access to the Micro-Learning intervention 3 months after upon completing the Core Training.

Group II: 9-month Active Control 1 Intervention

ECP participants who receive access to the Micro-Learning intervention 9 months after upon completing the Core Training.

Group III: 6-month Active Control 1 Intervention

ECP participants who receive access to the Micro-Learning intervention 6 months after upon completing the Core Training.

Group IV: Non-ECPs Active Control 1 Intervention

Non-ECP participants

Group V: Immediate Active Control 1 Intervention

ECP participants who receive access to the Micro-Learning intervention immediately upon completing the Core Training.

Who Is Running the Clinical Trial?

Milton S. Hershey Medical Center

Lead Sponsor

Trials

515

Recruited

2,873,000+

Findings from Research

The iLookOut training program significantly improved knowledge about child abuse among early childcare professionals, especially for those with lower baseline knowledge, indicating its effectiveness in enhancing understanding and reporting of abuse cases.

Implementation outcomes, such as the acceptability and appropriateness of the training, were crucial for knowledge gains, particularly for female learners and those with less formal education, suggesting that tailoring the training to different demographics could optimize its impact.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Identifying what works for whom: Implementation outcomes following iLookOut, a child abuse identification and referral training program. Barnett, WC., Panlilio, CC., Mullins, C., et al.[2023]

A 52-week Microlearning curriculum on person-centered dementia care was successfully piloted in nine nursing homes, showing that staff appreciated the flexible access to training and found it helpful for applying their learning in real-time.

The training positively influenced staff knowledge and attitudes towards people with dementia, leading to increased job satisfaction, indicating that Microlearning could be an effective tool for enhancing care in nursing homes.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Implementing Microlearning in Nursing Homes: Implications for Policy and Practice in Person-Centered Dementia Care. Inker, J., Jensen, C., Barsness, S., et al.[2021]

Microlearning has been shown to positively impact the knowledge and confidence of health professions students, enhancing their skills in procedures and collaborative learning, based on a review of 17 studies across various health disciplines.

Despite its benefits, challenges such as pedagogical discomfort, technology inequalities, and privacy concerns were noted, indicating the need for further research to explore higher-level outcomes and practical applications.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Microlearning in Health Professions Education: Scoping Review. De Gagne, JC., Park, HK., Hall, K., et al.[2020]

Combining microlearning with traditional eLearning formats can enhance participation in continuing medical education (CME) while still allowing for the measurement of knowledge and competence outcomes.

The study found that microlearning programs led to a slight increase in the completion of evaluation activities compared to traditional programs, highlighting the need for integrating evaluation methods into microlearning to effectively assess educational outcomes.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Increased Educational Reach through a Microlearning Approach: Can Higher Participation Translate to Improved Outcomes? Bannister, J., Neve, M., Kolanko, C.[2020]

Patients with chronic kidney disease (CKD) often lack sufficient knowledge about their condition and treatment options, leading to increased stress and healthcare costs.

Incorporating microlearning, spaced repetition, and periodic testing into CKD education can enhance both initial learning and long-term retention of important information for patients.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Using Learning Science to Optimize Chronic Kidney Disease Education for Patients and Providers. Maddox, T., Fitzpatrick, T., Chmielewski, C.[2022]

A study involving 26 employees from three older adult care organizations found that an app-based digital microlearning intervention significantly improved knowledge retention and work performance, particularly among younger and less experienced staff.

Participants reported high satisfaction with the app's ease of use and accessibility, indicating that digital microlearning could effectively address competency development needs in the care sector.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Digital Microlearning for Training and Competency Development of Older Adult Care Personnel: Mixed Methods Intervention Study to Assess Needs, Effectiveness, and Areas of Application. Richardson, MX., Aytar, O., Hess-Wiktor, K., et al.[2023]

The Roozbehyar mobile application, designed for psychiatry clerkship training, significantly improved knowledge acquisition, as evidenced by higher final exam scores in the intervention group compared to the control group (p = 0.031).

Students reported above-average satisfaction with the content and learning aspects of the Roozbehyar application, although they rated the structural and support features below average, indicating areas for improvement.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Using a mobile application for psychiatry training in medical students: a quasi-experimental study. Zolfaghari, M., Shirzadi, S., Motamed, M.[2023]

References

1. England pubmed.ncbi.nlm.nih.gov

Identifying what works for whom: Implementation outcomes following iLookOut, a child abuse identification and referral training program. [2023]

2. United States pubmed.ncbi.nlm.nih.gov

Implementing Microlearning in Nursing Homes: Implications for Policy and Practice in Person-Centered Dementia Care. [2021]

3. Canada pubmed.ncbi.nlm.nih.gov

Microlearning in Health Professions Education: Scoping Review. [2020]

4. United States pubmed.ncbi.nlm.nih.gov

Increased Educational Reach through a Microlearning Approach: Can Higher Participation Translate to Improved Outcomes? [2020]

5. United States pubmed.ncbi.nlm.nih.gov

Using Learning Science to Optimize Chronic Kidney Disease Education for Patients and Providers. [2022]

6. Canada pubmed.ncbi.nlm.nih.gov

Digital Microlearning for Training and Competency Development of Older Adult Care Personnel: Mixed Methods Intervention Study to Assess Needs, Effectiveness, and Areas of Application. [2023]

7. England pubmed.ncbi.nlm.nih.gov

Using a mobile application for psychiatry training in medical students: a quasi-experimental study. [2023]