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Background
Medical education is always evolving with new concepts such as flipped classrooms, virtual lectures and online modules, and project-based learning. Over the past few years, education has adapted to the 21st century, especially in the wake of the recent pandemic. However, at our institution and in many places around the country, radiology education has not been at the forefront of these changes and advancements. We offer a methodology to integrate “microlearning”. “Microlearning revolves around lessons utilizing small, bite-sized amounts of information that is easily digestible for students in one sitting and taught in a step-by-step manner. This strategy is primarily focused upon making short and readily repeatable connections between small learning units which hastens the development of critical thinking and clinical reasoning.” This methodology falls in line with blooms taxonomy, which is the basis for project-based learning (PBL). Our goal was to create a curriculum that was easily adopted and well suited to fit within the confines of 21st century learning.

Educational Goals / Teaching Points
- Provide examples of cases and microlearning, short segment interactive radiology videos, and powerpoints that are relevant to the case and discuss the differential diagnosis - Novel approach to introduce radiology to 2nd-year medical students - Expand the curriculum to include multiple forms of multimedia and make it accessible for students to refer back to. - Discuss how microlearning fits into blooms taxonomy and flipped classrooms

Key Anatomic/Physiologic Issues and Imaging Findings/Techniques
Provide examples including the following 3 online microlearning exhibits used at our institution to explore radiology. Pediatric GI and fluoroscopy with a discussion of differential diagnosis when considering Hirschsprung. Pelvic ultrasound and doppler examination. Brain MRI and CTA for a basilar/medullary infarct evaluation. Each micro-exhibit is an easily digestible concept relevant to the case. The students refer to the exhibit as they progress along the clinical case.

Conclusion
In collaboration with multiple departments, our institution explores complex medical cases and the clinical pathway from biochemistry, anatomy, diagnosis, physical exam, labs and test results, pathology, imaging, and treatment options. Since the conception of these cases, radiology has drastically improved in our diagnostic and interventional imaging. Our goal with this intervention was to introduce radiology as a field to rising MS2 students but also provide them with an understanding of the diagnostic and interventional capabilities of radiology. With microlearning, we can create material that is adaptable to many styles of teaching. This includes flipped classrooms, where students can review our exhibit at home, and bring insightful questions and discussions to the workshop. This methodology allows for effective retention and reinforcement of basic concepts. From the feedback received, it was clear that our approach to using interactive micro-learning modules was effective; Especially as a first step in introducing the complexity of radiology without overwhelming the students.