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Microlearning

Six minutes, on a phone, that still counts.

One idea, one unit, designed for the time people actually have — between patients, on a break, at the end of a shift. Not a course chopped into pieces. Each unit stands alone, carries its own evidence, and still rolls up into a tracked, credit-bearing activity.

Built with or without video Every claim cited Tagged at sub-competency level Stacks into tracked CE

Two samples. Same shell, different medium.

Both are published units, not mock-ups. Open them on a phone frame and swipe.

What's inside one unit

Five beats. Drop one and it stops being learning and goes back to being content.

01 · HOOKA moment they recognizeA real situation in the first five seconds, not an objective slide. If it doesn't land here, nothing downstream matters.
02 · CLAIMOne idea, stated plainlyThe single thing this unit exists to change. One unit never carries two.
03 · EVIDENCEThe citation, in the unitVerified against the primary source and shown to the learner, not buried in a reference list nobody opens.
04 · CHECKA decision, not a quizThe question asks what they would do, with distractors drawn from what people actually get wrong.
05 · CARRYOne thing to do differentlyA reflection that names the change and what will get in the way. Structured, so it becomes data rather than a star rating.

Six minutes doesn't have to mean six minutes of credit

Units are grouped into activities on a theme, with a deliberate mix of types so a learner isn't doing five of the same thing in a row. The activity is what carries the contact hours, the evaluation and the certificate; the units are what people actually experience.

UNITOne idea · 6–8 minutes · stands alone, shareable on its own
SETUnits grouped on a theme, mixed by type — case, video, data, check
ACTIVITYObjectives, evaluation, contact hours, certificate, reporting

Every unit carries its tag

Tagging at the unit — not the activity — is what makes coverage reportable. A set of twelve units can span four domains, and you can see exactly which.

10.1b6.4a4.2c7.1a

How the mapping works →

Why some units have no video

Video is the expensive answer and not always the right one. A branching case built from photography and type costs a fraction, updates in an afternoon, and beats a talking head for anything where the learner has to choose.