Microlearning as an educational strategy to enhance learning in internal medicine

This monograph aims to analyze the development of scientific production related to microlearning as an educational strategy in internal medicine teaching, particularly in the field of medical education and learning outcomes. The study employs a systematic review approach, following the PRISMA 2020 protocol. Information was gathered from specialized databases such as PubMed, SciELO, and Google Scholar, focusing on the period between 2020 and 2025. This timeframe was selected based on pre-established inclusion criteria, including language, document type, and thematic relevance to microlearning and medical education. The analysis utilizes a document matrix and a coding system to organize key variables, such as the use of microcontent, associated educational strategies, and outcomes related to academic performance. The findings demonstrate a growing interest in the implementation of digital microcontent to support the development of clinical competencies, especially in virtual or hybrid environments. Furthermore, it was identified that a large portion of the reviewed studies are based on widely recognized theoretical frameworks, including Cognitive Load Theory, Competency-Based Learning, and the principles of andragogy. Overall, the literature review analyzed for this monograph suggests that microlearning is positioned as an effective strategy for improving knowledge retention, strengthening student motivation, and providing greater flexibility to training programs. These elements make it a tool with remarkable potential for driving innovation processes in medical education.