Perceptions of micro-learning modules on knowledge retention and clinical decision-making among physiotherapists: a cross-sectional study

Abstract

Micro-learning has emerged as an innovative strategy for professional development in healthcare. Although its effectiveness has been demonstrated in various health professions, physiotherapists’ perceptions of its impact on knowledge retention and clinical decision-making remain underexplored. This study aimed to investigate physiotherapists' perceptions of the impact of micro-learning modules on knowledge retention and clinical decision-making by using the Technology Acceptance Model (TAM) framework. A cross-sectional online survey was conducted among registered physiotherapists in Saudi Arabia using purposive and snowball sampling techniques. The questionnaire included 20 Likert-scale items assessing perceived usefulness, perceived ease of use, knowledge retention, and clinical decision-making, based on validated TAM subscales (Cronbach’s α ≥ 0.80). Data were analyzed using descriptive statistics, independent t-tests, one-way ANOVA, and Pearson’s correlation coefficients ( p < 0.05). A total of 168 physiotherapists participated, with the majority aged 18–24 years (54.2%) and predominantly female (73.8%). Participants reported highly positive perceptions across all domains. Prior use of micro-learning and higher technical proficiency were significantly associated with more favorable perceptions ( p < 0.001; Cohen’s d = 0.50–0.90). A dose–response relationship was observed with increased exposure, and strong correlations were identified among constructs (r = 0.622–0.779, p < 0.0001), particularly between knowledge retention and clinical decision-making (r = 0.760). Physiotherapists perceive micro-learning as a practical and effective approach for enhancing knowledge retention and clinical decision-making. Prior exposure and technical proficiency are key predictors of acceptance, supporting the integration of micro-learning into physiotherapy continuing education.

The authors' abstract, as published at the source. BMC Medical Education, 2026 · DOI ↗