Purpose: Well-designed microlecture videos are an effective and efficient method for conveying core knowledge and key concepts. Locally-produced video microlectures enable a faculty member to customize content delivery specific to session learning objectives and curricular context. Faculty-generated video microlectures give students confidence that materials are relevant and personalized and also allow students to develop and maintain a sense of familiarity with faculty members. However, sub-optimal design of video microlectures undermines learning effectiveness and detracts from student engagement. Therefore, it is critical to control the quality of materials presented to our students. In this interactive workshop, the science of learning and evidence-based multimedia principles will be applied as participants work in small groups to design, create, and refine their own video microlectures.

Goals: At the conclusion of this workshop, participants will be familiar with a research-based theory of how people learn (i.e. the science of learning) and evidence-based principles on how to design effective and engaging video microlectures. Participants will gain knowledge and practice in microlecture video production using low-cost and user-friendly resources that can be easily utilized at their home institutions. Furthermore, participants will learn how to effectively use an established peer-review rubric to improve the overall quality of content produced both within the session and in the future.

Timeliness and Significance to the Field: The medical education field is experiencing a paradigm shift, moving away from traditional means of content delivery to a more interactive approach that emphasizes student-directed learning. A central tenet of this approach is that in-class time is dedicated to the application and expansion of key concepts learned from assigned preparatory materials. Today's medical students value study resources that are time-efficient, focused, engaging, and also flexible in time and space. Well-designed video microlectures offer all of these advantages and can be incorporated into a medical curriculum as preparatory assignments or as independent online learning modules.

Workshop description including teaching methods and timeline for educational activities:

• Activity #1 (5 minutes): Introduction
• Activity #2 (10 minutes): Creation of small groups
• Activity #3 (20 minutes): Overview of learning theory and multimedia principles and their application to video microlectures (interactive large group discussion with application exercises)
• Activity #4 (20 minutes): Introduction of video review rubric; analysis of an example case study based on application of media principles (interactive large group discussion)
• Activity #5 (15 minutes): Tricks and tips for using video editing software (interactive large group discussion)
• Activity #6 (5 minutes): Break
• Activity #7 (60 minutes): Design and production of video microlectures using provided material (small groups, hands-on)
• Activity #8 (20 minutes): Group evaluation of participant-generated video microlectures (interactive large group discussion)
• Activity #9 (10 minutes): Examples of advanced techniques: animation, embedded questions (interactive large group discussion)
• Activity #10 (15 minutes): Conclusions and general discussion

Presenter's qualifications/expertise in area Yerko Berrocal, MD: Associate Professor of Clinical Health Sciences Education; Director of Academic Programs, Health Sciences Education Department at University of Illinois College of Medicine. Responsible for creating and validating institutional video microlectures peer-review rubric. Responsible for creation of numerous video microlectures. Established peer reviewer of faculty-produced video microlectures.

Andrew Darr, PhD: Research Assistant Professor of Health Sciences Education Department at University of Illinois College of Medicine. Responsible for creation of numerous video microlectures at University of Illinois College of Medicine. Established peer reviewer of faculty-produced video microlectures.

Jonathon Fisher, PhD: Research Assistant Professor of Health Sciences Education Department at University of Illinois College of Medicine. Responsible for creation of numerous video microlectures at University of Illinois College of Medicine. Established peer reviewer of faculty-produced video microlectures.

Leslie Hammersmith, MA: Assistant Dean for Technology Enhanced Instruction at University of Illinois College of Medicine. Responsible for quality improvement of video microlectures and technology-enhanced instruction.

Jenna Regan, PhD: Research Assistant Professor of Health Sciences Education at University of Illinois College of Medicine. Responsible for creation of numerous video microlectures. Established peer reviewer of faculty-produced video microlectures.

Daniel Salcedo, MD, MHPE: Director of Educational Research, Center for Education in Medical Simulation, Taipei Medical University. Responsible and developer of technology-enhanced instruction. Researcher and international consultant of technology implementation.

Richard Tapping, PhD: Professor of Immunology, Director of Academic Programs, Health Sciences Education Department at University of Illinois College of Medicine. Responsible for creation of numerous video microlectures and animations. Established peer reviewer of faculty-produced video microlectures.

Outcomes - What skills will attendees acquire? By the end of the workshop, participants will be able to:

1. Describe the basics of learning theory and multimedia principles.
2. Apply a peer review rubric to assess video microlecture quality.
3. Use editing features of video production software to enhance video microlecture quality.
4. Design and produce a short video microlecture using best practices for multimedia creation.
5. Recognize advanced video creation techniques that enhance student engagement and interactivity.