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Abstract

Objectives: This study aimed to accomplish a systematic search of the existing literature on microlearning in dentistry to define important terms and concepts, describe microlearning as a teaching approach and assess the pedagogical results that students in dentistry encounter. This scoping review identifies noticeable trends, patterns, and evidence of how microlearning has been used and implemented in academic settings.Materials and Methods: The bibliographic databases PubMed (MEDLINE), WILEY online library, Springer Link, ERIC, and Google Chrome were used to conduct a scoping review. Keywords and subject titles about just-in-time learning, electronic learning, or microlearning in conjunction with dentistry were integrated. Both antegrade and retrograde research was carried out. The search has no date restrictions, however, only English-language publications were included. Results: Using the above-mentioned keywords, the total articles found were 363 (ERIC), 279 (Pubmed), 52,864 (Wiley online library), 10,289(springer link), (2,910,000) Google Scholar using microlearning environment as keywords 4,670,000(Google scholar) using learning environment measure as keywords. By applying screens like full text, last 05 years, English language, journal articles, etc, 25(ERIC), 85 (Pubmed), 64 (Wiley online library), 40 (springer link), 20 (Google Scholar), following articles were shortlisted. By removing duplicates from PubMed, 27 articles were retained.12 articles were fi nally shortlisted after removing all irrelevant articles.Conclusion: Microlearning bridges the gap between planned, delivered, and learned curricula. A positive learning environment is fostered as students’ feedback is valued and learning occurs in small chunks, which is easy to understand. Various themes emerging out of literature have scrutinized microlearning in-depth for a better understanding of the subject and imply it in our daily practices.