Speaker 1: For many students, UBC's Faculty of Medicine is a large step away from what they have experienced in undergraduate programs. The transition to this intensive learning environment can be difficult and overwhelming. Lecture recordings narrow the learning gap between students of different abilities and increase their potential to retain and absorb information.

Speaker 2: I think the faculty that are keen and interested in having their lectures recorded are keen because they understand that that is an excellent way to help the learners and that it does recognize the diversity of learners, recognize the fact that some people are going to want to hear that again, have that concept, just play it over a couple of times before they can make it their own.

Speaker 3: There's a lot of students that in some lectures it just kind of goes over their head, it's just a little too advanced for what their background knowledge is.

Speaker 4: I don't believe that all lectures are created equally. I would use it to review lectures that are necessarily more complex than others. There's a lot of new vocabulary that's being thrown at you.

Speaker 5: They're from different backgrounds, not everybody's on the same page, especially in the first year of medical school.

Speaker 6: I'd use it if I was ill or if I missed the lecture for some reason.

Speaker 3: So this really gives an opportunity for them to stop and rewind and keep going back over different parts of explanations so that they can really spend the time on their own time reviewing things and really taking the time to understand it.

Speaker 7: In a curriculum like UBC's where there aren't a lot of lectures, there's only supposed to be five, six lectures a week, those are high value educational interventions. They're not getting 30 lectures a week, they're getting half a dozen. As a faculty I put a ton of work into those lectures. It takes me 12, 24 hours of work to put together a one hour presentation. That's a high value session from my perspective and I think the students perceive them as high value and they want to get as much access as they can.

Speaker 5: Having online, on-demand information, it really puts the information in the hands of the students to play it at a time that they're most effective and that they can absorb the information the most.

Speaker 8: We're on a shift. We're on a shift from a generation that was used to the chalkboards and to the transparency slides and some students who are also used to the transparency slides and chalkboards and we're moving towards a very keen generation who wants to use technology.

Speaker 7: And when I was a student the way the students got the access was to tape record the lectures or they would have note taking groups where everybody would take notes and then somebody would collate them. Having the lecture online is infinitely better because then every student gets the same access to what the instructor actually said, what slide he was pointing to, what figure she was illustrating and sometimes the lecturers go so quickly that the students can't follow along. They want to see things two or three times and I think online recorded lectures give the students a chance to get those high value interventions more than once.

Speaker 9: We have to offer different modalities that in some cases are independent of time and place and if you look at the environment in terms of other medical programs in North America, recording of lectures is commonplace.

Speaker 4: We queried 13 schools and out of the 13 it was found that 11 out of the 13 had lecture recording in some form of capacity.

Speaker 9: We've seen a fair amount of demand from students to be recording lectures and that demand I think comes from a few different places.

Speaker 10: From student affairs perspective what I see is that UBC has made this real significant commitment to take diverse students from widely ranging backgrounds and much wider age range than we used to. We have a 46-year-old with six children in our program. She's got other commitments besides just medical school and we took her knowing that and there are lots of students like that who have families, who have elder care issues or who have really meaningful and significant commitments. If I can free up a little bit of flexible time so that now and then they may miss a lecture but know that they're not going to be deprived of that educational content and they can watch that on their own time later, I really support that.

Speaker 2: I think that the faculty that are getting on board with that are doing it because they are more focused on the learner. The faculty that feel that there's a pressure from the students, I don't think those are the same individuals that are getting excited about this.

Speaker 10: I also look at it from faculty development purposes because there are certain people who we hear from students who give tremendous lectures every year and so for me to be able to go back and look at their lecture and be able to get some tips from it would be really an advantage.

Speaker 3: There's always amazing things you pick up from looking at your own lecture, usually things that you don't like or things that you wish you had done differently. But there's also things that you pick up that you did well in a lecture too.

Speaker 9: Faculty have been asking us, you know, what's the difference between sort of a recorded lecture and a non-recorded lecture. From a technical perspective, there isn't any difference. So the cameras that we have in place and all the equipment and the lapel microphones that we're already using for video conference are used for the recording purposes. So we're not adding any extra equipment or there isn't a red light in the back of the room to distract the lecturer.

Speaker 1: The cameras are wired into the video conferencing technology. The audiovisual specialists record the video and upload the recording to the medical website. Students and faculty with appropriate access can then view the video on medical.

Speaker 9: There's concerns and legitimate concerns from our faculty around the intellectual property and copyright aspects of that digital artifact.

Speaker 11: When I'm up in front of the class and I'm teaching, I would be delighted if anybody wanted to listen to what I had to say in their own context. So no, I don't feel a need to have proprietary interests over my lecture material.

Speaker 9: What we're focused on doing is ensuring only people who are supposed to have access to those learning materials have access to those learning materials. And so that includes password protection on the site where the trainees access the materials, as well as protecting the digital artifact so that it can't easily be copied or can't easily be transported to another mechanism.

Speaker 1: The Faculty of Medicine is now offering lecture recording as a service to all faculty. For more information, please contact your program manager today.