With the advent of a hybrid medical school curriculum and the entry of Gen Z learners into the classroom, faculty need to adopt innovative strategies to design their virtual asynchronous lectures. An hour-long pre-recorded didactic lecture often results in passive learning without immediate feedback for learners. Therefore, our goal was to increase learner interactivity in a traditional pre-recorded first-year medical school lecture taught asynchronously by utilizing virtual teaching tools and technologies. We successfully redesigned the traditional asynchronous lecture by implementing interactive activities using the H5P plug-in technology. Guided by the principle of “backward design”, we reduced didactic lecture time by incorporating two H5P activities: a) a drag-and-drop activity for recall and immediate feedback, and b) a branching scenario for application of foundational knowledge in a clinical case scenario. This increased learner interactivity with asynchronously presented material and provided an opportunity for immediate feedback to learners. Our work provides a practical and transferable guide for educators wishing to apply the H5P plug-in technology to convert passive asynchronous lectures into structured, interactive modules.
Bortis et al. (Fri,) studied this question.