The following steps should be taken into consideration when planning a microlearning experience or the use of learning video platforms on AMR/AMS:

1. Identify Granular Learning Needs and Objectives: Determine specific, narrow AMR/AMS topics, skills, or behavioral prompts that are well-suited for brief, targeted delivery (e.g., explaining a single IPC technique like hand hygiene, clarifying the difference between viral and bacterial infections, demonstrating how to read a specific part of an antibiogram, reinforcing a key stewardship message).
2. Content Creation and Curation: Develop high-quality, concise, engaging, and evidence-based microlearning units. For videos, prioritize clear narration, compelling visuals (animations, graphics), and a focused message. (Fraser et al. (2023) emphasized co-design with stakeholders and multi-accent narration for accessibility; Larnard et al. (2020) used a scaffolded approach with embedded questions in their video series).
3. Scaffolding and Sequencing (if part of a series): If creating a series of microlearning units on a broader AMR/AMS topic, consider a scaffolded approach where concepts build upon each other logically, progressing in complexity. (Larnard et al. (2020) used this for their antibiotic selection videos).
4. Platform Selection and Delivery: Choose appropriate platforms for hosting and delivering the microlearning content. This could include mobile apps (Chai-Arayalert & Puttinaovarat, 2020), Learning Management Systems (LMS), dedicated video platforms, institutional intranets, email newsletters, or even social media channels for broader public awareness campaigns. Ensure content is easily accessible, ideally 24/7 and mobile-friendly. (Inker et al. (2020) highlight flexible 24/7 access).
5. Incorporating Interactive Elements: Where possible, embed short quizzes, knowledge checks, reflection prompts, or links to further resources within or immediately following the microlearning units to enhance engagement and reinforce learning. (Larnard et al. (2020) embedded questions in each video).
6. Promotion, Integration, and Spaced Repetition: Promote the availability of microlearning resources to the target audience. Integrate them into existing workflows or communication channels to support just-in-time learning. Consider principles of spaced repetition if delivering a series of micro-units to enhance long-term retention.

Facilitator’s role (Content Curator/Instructional Designer/Promoter): Identify critical AMR/AMS learning needs suitable for micro-delivery. Design, develop, or curate high-quality, concise, and engaging micro-content (especially videos). Select and manage appropriate delivery platforms. Promote the use of these resources, potentially curating learning paths or schedules. Analyze usage data and user feedback to assess effectiveness and identify areas for improvement or new content.

Participant’s role: Access and consume short learning modules at their own pace, often at the point of need (just-in-time learning), or as part of a structured (e.g., spaced) learning schedule. Engage with any interactive elements. Ideally, apply the learned snippets of AMR/AMS knowledge or skills immediately to their practice or decision-making. (Inker et al. (2020) noted that the immediacy of microlearning encouraged application to practice).

Methods

• Embedded Knowledge Checks: Short quizzes, polls, or interactive questions integrated within the microlearning units or videos to provide immediate feedback. (Larnard et al. (2020) used embedded questions).
• Usage Analytics: Tracking completion rates, number of views, time spent on content, and user navigation patterns on the platform. (Fraser et al. (2023) mentioned the use of YouTube analytics).
• User Feedback and Ratings: Collecting user ratings, comments, and feedback on the clarity, engagement, relevance, and perceived utility of the microlearning content and video platforms. (Fraser et al., 2023, Patel et al., 2023, and Larnard et al., 2020, all report on positive user feedback for video-based microlearning).
• Pre- and Post-Intervention Assessments (for structured programs): If microlearning is used as part of a more extensive or formal training intervention, pre- and post-tests can measure changes in knowledge, attitudes, or self-reported confidence. (Ghozali et al., 2023, used this for a video-based patient education intervention; Inker et al., 2020, found positive impacts on staff knowledge and attitudes).
• Observational Data (where feasible): Observing the application of learned AMR/AMS behaviors or skills in practice, although direct attribution to microlearning alone can be challenging. (Sozmen, 2022, notes that effectiveness on behavior and outcomes is still an area for more research).

Tools

Platform-specific analytics dashboards (e.g., YouTube Analytics, LMS reports, app analytics). Embedded quiz functionalities within video players or microlearning authoring tools. Short online survey tools for feedback collection (e.g., Google Forms, SurveyMonkey). “Like” buttons, star ratings, or comment sections on video platforms.