The design of a “1-minute break” to help with students’ attention during lectures in a Pharm.D. programme
DOI:
https://doi.org/10.46542/pe.2023.231.648655Keywords:
Attention span, Focus, Intentional disruption, Mini-break, Perceived attention, Trivia questionAbstract
Background: The “1-minute break” is a novel educational approach that introduces intentional breaks through trivia questions to address students’ challenges with paying attention during class time.
Methods: After it was initiated and optimised, the “1-minute break” has been offered to students in different cohorts within the Pharm.D. pre-APPE programme for the past five years. Feedback on the utility of this innovative approach and its optimisation was gathered over the five years. Students also shared their perception of the impact of the “1-minute break” on their attention during classes using a survey with open-ended questions.
Results: The “1-minute break” was highly accepted by all student cohorts. Students strongly favoured implementing this technique across the curriculum. Qualitative analysis of student feedback revealed that the “1-minute- break” helped them stay focused or regain attention in class. Student feedback provided similar comments before, during, and after the COVID-19 pandemic, reflecting that this technique can be implemented independently of the online and in-person teaching formats.
Conclusion: The “1-minute break” technique, which uses intentional breaks by incorporating trivia questions during lectures, seems to help students stay focused or regain their attention during classes. This approach is easily implemented and apparently independent of the content taught.
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