"Add breaks": the forced rest we didn't know we needed

Door, Rachael

Abstract

The Issue: Due to the Covid-19 pandemic all lectures for Undergraduate Medical students shifted to online delivery. For most academics and contributing clinicians this typically involved a recording of PowerPoint slides shared via Microsoft Stream and PowerPoint slides without audio. Cohorts enrolling on the course since September 2020 had no prior experience of in-situ lectures and therefore had no awareness of how to approach a lecture. This skills gap has resulted in students spending up to 4 hours reviewing a single lecture, clearly an inefficient and unsustainable outcome.

The Innovation: The introduction of “Ad breaks” in recorded lectures to encourage students to take a moment away from new educational content. These take the form of short (embedded) YouTube videos, cartoons and illustrations.

The Impact: - Promotes the processing of new knowledge over rote memorization - Encourages students to develop skills that will be essential for future face-to-face lectures and clinical practice and lifelong learning - Encourages students to self-identify when they need to take a break for their mental health

Citation

Door, R. (2022, June). "Add breaks": the forced rest we didn't know we needed. Presented at Keele University School of Medicine Scholarship Conference 2022, Keele University

• Presentation Conference Type: Lecture
• Conference Name: Keele University School of Medicine Scholarship Conference 2022
• Conference Location: Keele University
• Start Date: Jun 15, 2022
• Deposit Date: Aug 2, 2023
• DOI: https://doi.org/10.13140/RG.2.2.10718.92486