As faculty deeply immersed in the hybrid accelerated model, you already know the demands and opportunities this approach brings—balancing asynchronous content, synchronous sessions and immersive labs, all while helping students build critical thinking and clinical reasoning skills in a compressed timeline.
Supporting student success in this environment requires us to be more than content experts; it calls for intentional learning design that aligns with how students learn best. Let’s revisit a few core strategies, grounded in learning theory, that can elevate our impact.
Managing Cognitive Load with Microlearning
Cognitive Load Theory reminds us that students in accelerated programs face a constant risk of overwhelm. When we provide information in long lectures or complex assignments without clear scaffolding, we inadvertently overload working memory, which can hinder retention and application.
Microlearning involves breaking content into small, targeted chunks, each with a single learning objective. This approach reduces extraneous cognitive load and allows students to focus on the essential information.
For example, replacing a 60-minute lecture on cardiovascular physiology with a series of five-minute concept videos (preload, afterload, stroke volume and so on), paired with quick knowledge checks using H5P, fosters active engagement and promotes deeper understanding.
Strengthening Retention Through Retrieval and Repetition
Retrieval practice and spaced repetition are powerful tools we can embed across the learning continuum. Whether through low-stakes quizzes, discussion prompts or flashcards, creating opportunities for students to recall and apply knowledge repeatedly over time strengthens their long-term retention.
Aligning Modalities with Bloom’s Taxonomy and the Spiral Curriculum
In our model, asynchronous modules should introduce understanding and application of foundational concepts, synchronous sessions should focus on analysis and evaluation through case-based learning, and lab experiences can solidify the development of psychomotor skills and clinical decision-making, pushing students to the creation level of Bloom's Taxonomy.
This progression mirrors the spiral curriculum, where concepts are revisited with increasing complexity and clinical relevance.
Using Constructivist Approaches to Build on Student Experience
Using constructivist learning principles to help students build new knowledge from prior experiences is key. In an accelerated environment, students often enter with varying backgrounds.
Encouraging them to connect learning to their unique experiences, whether through reflection prompts, discussion boards or small-group debriefs, helps them integrate knowledge more effectively. This is especially important in a hybrid format, where we may not see students face-to-face as often.
Fostering Belonging Through Social Learning
Social learning theory reminds us that learning happens in a community. In a distributed model, we must be intentional about fostering a sense of belonging and connection.
Simple strategies such as timely feedback, personalized messages, collaborative group work and opportunities for peer feedback and teaching help students feel seen, supported and part of a learning team.
Modeling Adaptive Expertise and Growth Mindset
As educators, we have the privilege and responsibility of modeling adaptive expertise, resilience and a growth mindset. By designing learning experiences that align with how the brain learns best—and by staying curious about how we can improve—we’re not just delivering content; we’re shaping the next generation of healthcare professionals.
Partnering with EIM Learning Designers
Your EIM learning designers are eager to collaborate with you to support these types of evidence-based micro-learning techniques.
Together, let’s keep innovating, sharing best practices and supporting each other and our students as we continue to navigate the evolving landscape of hybrid accelerated education.
References
- Black, K., Feda, J., Reynolds, B., Cutrone, G., & Gagnon, K. (2025). Academic coaching in entry-level Doctor of Physical Therapy education. Journal of Physical Therapy Education, 39(2), 125–132. https://doi.org/10.1097/JTE.0000000000000378