Should the SU lobby QMUL to make Q-Review audio or video recordings compulsory for all lectures?

Proposed by: Shirin S Massroor

Seconded by: Billal A Swaleh

What do you want?

We propose that the university mandates within any lecture/teaching session, staff contract Q-Review recordings, either visual or audio, for all lectures across all courses and years, including those delivered in person. This is to ensure an extensive online virtual learning environment using a variety of evidence-based educational approaches to a blended learning approach as outlined in the course catalogue (1). Additionally, we propose that students with specific learning differences or disabilities be supported to self-record lectures where appropriate, as the issues of Q-Review recordings disproportionately affect this group. Should teaching staff not want to be recorded visually then audio from lectures should be overlaid on a screen recording to form a reviewable teaching medium that should be available on Q-Review. Alternatively narrated lectures can be submitted if recording is not preferred by teaching staff. If neither of the above criteria is amenable for teaching staff, including submission of slides 7 days prior for admin to upload 48 hours before lectures, then slides from previous years with recordings should be made available as the final version with a disclaimer stipulating to students whether the information presented is currently correct. This Is to ensure continuity of educational structure, inclusivity of learning styles and accessibility to education. As a substitute if teaching staff are not amenable to the above, teaching can be provided in the capacity of a guest lecturer with lecture-specific content contextual to the curriculum.

This should include:

• High-quality, uninterrupted recordings of the entire lecture’s duration with teaching staff using microphones to ensure audio recording.
• Consistent storage, access and distribution through a centralised platform (e.g. QMPlus).
• Clarity and transparency regarding any exceptions, with alternative provisions in place (e.g. pre-uploaded slides, audio recordings).
• Turning off recording only during patient sensitive sections of lectures as per GDPR.

Why do you want it?

Queen Mary University of London prides itself on its core principles of accessibility, diversity, and inclusivity. However, there is a noticeable disparity between these values and their implementation within the medical school’s education and facilities. The current allocation of funds, the state of facilities, and the condition of older buildings significantly limit physical accessibility. Though challenging, these physical issues are addressable but unable to be improved soon, emphasising the importance of enhancing inclusivity in learning. Additionally, the inconsistent availability of lecture recordings further undermines these core values. The current practice, where recordings are often cut short, omitted, or left to the discretion of individual lecturers, has created significant challenges for students. This inconsistency affects the quality of education and hinders the university's commitment to providing an inclusive and accessible learning environment:

Accessibility and Inclusivity

• Equal Access to Learning Opportunities: Students with disabilities, health conditions, caring responsibilities, or financial challenges often cannot consistently attend lectures in person. Similarly, neurodiverse students need to review, pause and take additional time to process information provided in lectures. Ensuring that QReview recordings are available for all lectures will provide all students with equal access to the same learning opportunities, regardless of their circumstances. It supports students who cannot attend in person and those who need additional time to process information.
• Enhancing Digital Accessibility: The Disability and Dyslexia Service (DDS) supports students with specific learning differences, often recommending adjustments such as access to recordings, digital text, audio, and video. However, these recommendations are not always implemented, creating a gap between assessment and provision. Implementing all recommended adjustments consistently includes ensuring that Q-Review recordings are available, as they are of higher quality and more reliable than self-recordings. This alignment between assessment and provision will better support students with specific learning differences and ensure consistency in the learning experience.
• Promoting an Inclusive Learning Environment: Inconsistent access to learning materials can create barriers for students with diverse needs, undermining the university's commitment to inclusivity. The university must foster an inclusive learning environment by ensuring that all students have access to the necessary resources and support. This includes regular training for faculty on inclusive teaching practices and the importance of accessibility.

Academic Support and Equity

• Consistent Access to Lecture Content: Without consistent recordings, students miss out on valuable information provided during lectures, such as verbal explanations, clinical tips, and common assessment topics. These details are often not included in slides and are crucial for a comprehensive understanding of the material. Implementing a policy requiring all lectures to be recorded and made available to students through Q-Review ensures that all students have access to the same information, regardless of their ability to attend in person.
• Enhanced Learning and Revision: High-quality recordings benefit all students, including those who attend lectures in person, by providing a tool for revising and reinforcing complex material. This is particularly important in clinical years, where the material is more challenging and detailed. Encourage lecturers to provide additional resources and explanations during recordings, knowing that students will have the opportunity to review these materials multiple times. This can enhance understanding and retention of complex concepts.
• Equity for Students with Diverse Needs: Students with disabilities, health conditions, caring responsibilities, or financial challenges often cannot consistently attend lectures in person. Similarly, neurodiverse students may need to review, pause, and take additional time to process information. Ensuring that Q-Review recordings are available for all lectures to provide equal access to learning opportunities supports students with diverse needs and promotes an inclusive learning environment.
• Addressing Inconsistencies in Recording Practices: The current system is inconsistent, with lecturers arbitrarily deciding whether or not to record. This creates confusion and a range of understanding among students who attend or view lecture recordings, forcing students to rely on external sources which may be outdated for their studies. The university should standardise the recording process by making it a mandatory practice for all lectures and equity among medical education in Queen Mary University of London.

Transparency and Communication:

• Enhancing Digital Accessibility: Students are often not informed in advance about whether a lecture will be recorded, leading to uncertainty and planning difficulties. The university should establish a transparent communication system where students are informed ahead of time about the availability of recordings. This can be done through course syllabi, announcements, or a centralised online platform.
• Addressing Contradictory Practices: The current system is inconsistent, with lecturers arbitrarily deciding whether or not to record. Students are often not informed of decisions in advance, creating confusion and frustration. Public content (e.g. patient videos available on YouTube) has been cited as a reason to avoid recording, yet this could easily be addressed through alternative provisions like uploading the external resources separately.

Practicality and Feasibility

• Streamlined Recording Process to Minimise Student Complaints: Recording and storing lectures through Q-Review is a straightforward, scalable, and efficient process. Providing live streams and recordings minimises the administrative burden of handling repeated student complaints about missing material.
• Reducing Redundancy: Without a standardised recording system, lecturers may need to repeatedly address the same questions and concerns from students who missed lectures. Consistent use of Q-Review recordings can reduce redundancy by providing a reliable resource for students to refer to. This allows lecturers to focus on more advanced or nuanced questions during office hours and class time.
• Enhancing Learning Outcomes: Students benefit from the ability to review lectures at their own pace, which can enhance understanding and retention of complex material.

Evidence of Demand

• A previous survey of over 200 students revealed unanimous support for accessible and reliable Q-Review recordings. Students overwhelmingly stated that they find recordings invaluable, not only as an alternative to in-person attendance when needed but also for reviewing and consolidating learning.

Impact on Neurodiverse and Disabled Students

• Disproportionate Challenges: These challenges disproportionately impact neurodiverse and disabled students. Neurodiverse students, including those with conditions such as autism, ADHD, and dyslexia, often face heightened anxiety and difficulties with executive functioning, which can be exacerbated by inconsistent access to learning materials. Disabled students, who already navigate physical and attitudinal barriers, find their academic journey further complicated by these accessibility issues.
• Significant Representation in the Medical Profession: Statistics show that a significant portion of the medical profession is neurodiverse. For instance, it is estimated that around 15-20% of the global population exhibits some form of neurodivergence. In a survey conducted by the AAMC, 3.1% of practicing physicians self-identified as having a disability, which includes neurodiverse conditions. This highlights the importance of supporting neurodiverse students, as they represent a growing and valuable segment of the medical community (2-6).
• Reducing Barriers to Learning: Addressing these concerns promptly will not only align the medical school’s practices with the university’s stated principles but also significantly improve the overall student experience, particularly for neurodiverse and disabled students. This will ensure that all students have the opportunity to thrive and contribute to the medical field.

What impact will this have?

Enhanced Accessibility and Inclusivity — Ensuring that no one is left behind in their

learning journey.

• Equal Access for All Students: Mandating Q-Review recordings ensures that all students, including those with disabilities, health conditions, caring responsibilities, or financial challenges, have equal access to lecture content. This is particularly beneficial for neurodiverse or disabled students who may need to review, pause, and take additional time to process information.
• Support for Specific Learning Differences: Allowing students with specific learning differences or disabilities to self-record lectures, where appropriate, ensures that their unique needs are met, promoting a more inclusive learning environment.

Improved Academic Support and Equity – Reducing barriers to learning

• Comprehensive Learning Resources: High-quality, uninterrupted recordings provide a valuable tool for all students to revise and reinforce complex material, particularly in clinical years. This ensures that students do not miss out on additional information provided during lectures, such as verbal explanations, clinical tips, or common assessment topics.
• Consistency and Transparency: By standardising the recording process, students will have consistent access to lecture materials, reducing confusion and frustration. Clear guidelines and transparency regarding any exceptions will further enhance the learning experience.

Enhanced Learning Outcomes - Fostering a deeper understanding and better preparation for assessments.

• Blended Learning Approach: An extensive online virtual learning environment, as outlined in the course catalogue, supports a variety of evidence-based educational approaches. This blended learning model can improve student engagement and retention of material.
• Flexibility for Teaching Staff: Providing options for audio-only recordings or narrated lectures allows teaching staff to choose the method that best suits their preferences while still ensuring that students have access to essential content.

Operational Efficiency

• Reduced Administrative Burden: Consistent recording and storage of lectures through Q-Review minimises the administrative burden of handling repeated student complaints about missing material. This allows administrative staff to focus on other important tasks.
• Scalable and Efficient Process: The straightforward and scalable nature of recording and storing lectures through Q-Review ensures that the system can handle increased usage without technical issues.

Enhanced Student Experience - Demonstrates the university’s commitment to its diverse student body.

• Improved Satisfaction and Engagement: Providing reliable and high-quality recordings will likely lead to higher student satisfaction and engagement. Students will feel more supported and valued, knowing that their needs are being met.
• Alignment with University Principles: Addressing these concerns aligns the medical school’s practices with the university’s stated principles of accessibility, diversity, and inclusivity, enhancing the overall reputation of the institution.

 
Compliance with GDPR

• Privacy Protection: Turning off recordings during patient-sensitive sections of lectures ensures compliance with GDPR, protecting patient privacy while still providing valuable educational content.

Proposed Next Steps

• Contractually mandate Q-Review recordings in lecture/teaching staff contracts for all course years, including in-person lectures. If visual recording is not preferred, allow audio recordings overlaid on screen recordings or pre-narrated lectures.
• Ensure final slides are submitted from lecturers 7 days prior for admin to upload 48 hours before lectures. If admin deadlines are not met, use previous years' slides with recordings and utilise teaching as optional guest lectures.
• Where exceptions apply (e.g. sensitive content), ensure alternative resources (e.g. pre-uploaded slides or audio recordings) are provided well in advance.
• Enable students with learning differences to self-record lectures as an additional adjustment under DDS recommendations.
• Provide training for lecturers on Q-Review usage to prevent technical disruptions and ensure recordings are uninterrupted and comprehensive.
• Regularly review the recording policy in collaboration with student representatives to ensure it meets the needs of the diverse student population.

This motion calls on the university to act promptly to address the recurring issues with lecture recordings. Ensuring consistent and accessible Q-Review recordings is not just a logistical improvement but a critical step toward creating an equitable and supportive learning environment for all students.