Leveraging H5P Plug-In Technology to Increase Interactivity Within an Asynchronously Delivered Physiology Lecture in The First Year of Medical School.

Journal article

Brenda Bortis, Cody Bailey-Crow, Akshata R Naik
Advances in Physiology Education, 2026

Cite

APA Click to copy
Bortis, B., Bailey-Crow, C., & Naik, A. R. (2026). Leveraging H5P Plug-In Technology to Increase Interactivity Within an Asynchronously Delivered Physiology Lecture in The First Year of Medical School. Advances in Physiology Education.

Chicago/Turabian Click to copy
Bortis, Brenda, Cody Bailey-Crow, and Akshata R Naik. “Leveraging H5P Plug-In Technology to Increase Interactivity Within an Asynchronously Delivered Physiology Lecture in The First Year of Medical School.” Advances in Physiology Education (2026).

MLA Click to copy
Bortis, Brenda, et al. “Leveraging H5P Plug-In Technology to Increase Interactivity Within an Asynchronously Delivered Physiology Lecture in The First Year of Medical School.” Advances in Physiology Education, 2026.

BibTeX Click to copy

@article{brenda2026a,
  title = {Leveraging H5P Plug-In Technology to Increase Interactivity Within an Asynchronously Delivered Physiology Lecture in The First Year of Medical School.},
  year = {2026},
  journal = {Advances in Physiology Education},
  author = {Bortis, Brenda and Bailey-Crow, Cody and Naik, Akshata R}
}

Abstract

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.