As medical education increasingly integrates technology-enhanced learning, there is a growing expectation for faculty to adapt their teaching practices accordingly. However, many educators face barriers, including limited time, lack of structured training, and unfamiliarity with educational technologies. Traditional faculty development programs are often lengthy, inflexible, and not responsive to real-time instructional needs. eMicrolearning, characterized by short and focused digital content, offers a promising alternative for just-in-time upskilling.

This mixed methods study was conducted with 57 faculty members across clinical and nonclinical departments. Participants were randomly assigned to one of three groups receiving the same content in different formats such as podcasts, bite-sized videos, or interactive micro-modules delivered twice weekly over 4 weeks. Core themes included introduction to technology-enhanced learning, curriculum integration, assessment design, and evaluation. Data collection included a 25-item pre- and post-test, a 7-item confidence and readiness scale, a 10-item format evaluation survey, weekly reflections, and post-intervention assignments. Semi-structured interviews were also conducted. To explain both the adoption and the transformation observed, this study draws on an integrated conceptual framework combining the Technology Acceptance Model (TAM3) (perceived usefulness, ease of use, and behavioral intention) with the newly proposed Cognitive Empowerment for Digital Pedagogy (CEDP) theory, which included instructional immediacy, cognitive transfer readiness, and digital-pedagogical identity.

Post-test scores showed a significant increase in knowledge (mean score improved from 10.6 to 20.4, p < 0.001). Confidence and readiness scores also improved across all seven items, with the highest gains in the ability to integrate and assess using technology-enhanced learning tools. Bite-sized videos received the highest ratings for engagement and convenience, while micro-modules were preferred for structure and depth. Thematic analysis of reflections and interviews revealed five key patterns: recognition of skill gaps, preference for simple tools, increased confidence, motivation through student response, and demand for continued support.

Just-in-time eMicrolearning is an effective and feasible model for faculty development in technology-enhanced medical education. It supports both skill building and reflective practice within realistic academic constraints.