Lecture capture technology is fairly new and has gained interest among higher institutions, faculty and students alike. Live-lecture (LL) is captured in real-time and this recording, LC, is made available for students to access for later use, whether it be for review purpose or to replace a missed class. Student performance was compared between those attending LL only and the other group utilizing LC in addition to LL in two randomly chosen lectures. We found that the overall exam performance was indistinguishable between the LL and the LC groups. Additionally, there was no significant difference in student performance between the two groups on questions that originated from these two lectures. Subsequently, the exam questions that came from these two lectures were separated into three Bloom's levels: memorization questions (MQ), comprehension questions (CQ), and application questions (AQ). Once again, there was no significant difference between these three tiers of questions. Additionally, we explored whether it is students with higher grades or lower grades in this course that were viewing LC and found that there was no correlation. This study thus suggests that LC is utilized by students of all grade levels but its exploitation is not associated with a grade enhancement at distinctive Bloom's levels.

Research on Black sexual health often fails to represent the heterogeneity of Black ethnic groups. For people of Caribbean descent in the USA, ethnicity is a salient cultural factor that influences definitions and experiences of sexual health. Most research on people of Caribbean descent focuses on the relatively high rate of STIs, but sexual health is defined more broadly than STI prevalence. Psychological and emotional indicators and the voice of participants are important to consider when exploring the sexual health of a minority culture. The purpose of this study was to qualitatively explore how heterosexual Black men of Caribbean descent define and understand sexual health for themselves. Eleven men who self-identified as Black, Caribbean and heterosexual participated in three focus groups and were asked to define sexual health, critique behaviours expertly identified as healthy and address what encourages and discourages sexual health in their lives. Findings point to six dimensions of sexual health for heterosexual Black men of Caribbean descent. These include: heterosexually privileged, protective, contextual, interpersonal, cultural and pleasurable dimensions. There were some notable departures from current expert definitions of sexual health. Recommendations for further theory development are provided.

There has been an increase in reliance on pre-recorded lectures (PRL) as a source of learning in place of live-lectures (LL) in higher education today but whether PRL can effectively replace LL remains unknown. We tested how students performed in the exam questions when PRL replaced LL. While PRL+ group included those students who watched the video lectures, PRL-group was composed of students who either did not utilize these videos or accessed only briefly. Additional analysis involved the separation of exam questions, from both LL and PRL, into memory questions (MQ; basic factual details) and comprehension questions (CQ; requiring processing of the given information) and their comparisons. We did not find any significant difference in student performance between the LL and PRL groups as well as between LLMQ and PRL+MQ groups. However, students in the LL group performed significantly better on CQ compared to the PRL+ group (P<0.05). Furthermore, analysis of student performance between MQ and CQ among the PRL+ and PRL-groups revealed that both groups performed significantly higher on MQ compared to CQ (p<0.01 between PRL+MQ and PRL+CQ and p<0.05 between PRL-MQ and PRL-CQ). These results suggest that LL helps students perform better on CQ, where it requires processing of given information compared to that of PRL. The effectiveness of PRL, at least from this study, is limited to mastering basic factual details but not suitable for complex conceptual processing and therefore may not fully be able to replace LL.

There has been a sudden increase of reliance on pre‐recorded lectures (PRL) as a source of learning in higher education today. In this study, we compared student performance between live‐lecture (LL) and PRL.Sixty Introductory Physiology students at St. Louis College of Pharmacy gave informed consent to participate in this study. Two lectures were pre‐recorded to replace LL. We compared individual performance by separating exam questions into PRL and LL. LL had an average of 78.2% on relevant questions while PRL yielded an average of 74.5%. The pattern of test performance was similar for both groups and the proportion of each group passing was 85% for LL and 80% for PRL. Subsequently, these questions were separated into two subgroups: memory questions (MQ) and comprehension questions (CQ). The mean performance of the participating students for PRL‐MQ was 81% and LL‐MQ was 72% and was not statistically significant. On the other hand, the mean for PRL‐CQ was 55%, and LL‐CQ was 78%, which was statistically significant (p<0.05). In conclusion, this study suggests that students that attend LL perform better on higher‐order processing questions. Although PRL can be used to supplement lectures, our findings highlight the importance of teacher interaction to attain a deeper understanding of content.