Abstract：
One hurdle that educators are presented with is that the classroom is no longer limited to a physical location but rather students and professor can meet via the internet and, before COVID19, distance or remote learning was something that students, by and large, had the option of choosing in which whether to engage. Students had the option to take \"online courses\", whether those be synchronous remote learning or asynchronous online courses. Indeed, numerous studies have focused on investigating the efficacy of many different approaches to distance and online learning. Unfortunately, COVID 19 mandated a rapid transition to remote learning and with this forced change has come what some students describe as \"Zoom Fatigue\"[1]. Many students reported feeling exhausted, overwhelmed, and disengaged by the dramatic increase in mandated distance education required by the COVID pandemic. Video conferencing has become the \"go to\" panacea for education during this time and students are spending unprecedented amounts of time in front of a screen where normally they would be in a classroom. This heretofore singular and unique approach to education coupled with decreased peer-to-peer interaction has caused a problem with student engagement [2].
OBJECTIVE: Students engagement and performance have decreased during COVID 19 due to forced online learning and lack of peer interaction.
OBJECTIVE: We hypothesize that creating a non-graded, fun, and relaxing physiology-focused trivia night will increase student engagement and performance on summative assessments.
METHODS: Introduce a voluntary \"Trivia Night\" review session to increase interaction amongst peers and review respiratory physiology material.
OBJECTIVE: Students engagement and performance have decreased during COVID 19 due to forced online learning and lack of peer interaction.
OBJECTIVE: We hypothesize that creating a non-graded, fun, and relaxing physiology-focused trivia night will increase student engagement and performance on summative assessments.
METHODS: Introduce a voluntary \"Trivia Night\" review session to increase interaction amongst peers and review respiratory physiology material.
摘要：
教育工作者面临的一个障碍是，教室不再局限于物理位置，而是学生和教授可以通过互联网见面，在COVID19之前，远程或远程学习是学生们的事情，总的来说，可以选择是否参与其中。学生可以选择参加“在线课程”，无论是同步远程学习还是异步在线课程。的确,许多研究都集中在调查远程学习和在线学习的许多不同方法的有效性。不幸的是,COVID19要求快速过渡到远程学习，随着这种强制的改变，一些学生称之为“变焦疲劳”[1]。许多学生报告感到筋疲力尽，不知所措，并因COVID大流行所需的强制性远程教育的急剧增加而脱离。在这段时间里，视频会议已经成为教育的“灵丹妙药”，学生们在屏幕前花费了前所未有的时间，通常他们会在教室里。迄今为止，这种独特的教育方法以及减少的对等互动导致了学生参与的问题[2]。
目标：由于强制在线学习和缺乏同伴互动，在COVID19期间，学生的参与度和表现有所下降。
目标：我们假设创建一个非分级的，有趣,放松以生理为重点的琐事之夜将增加学生的参与度和总结性评估的表现。
方法：引入自愿的“琐事之夜”审查会议，以增加同伴之间的互动并审查呼吸生理学材料。
目标：由于强制在线学习和缺乏同伴互动，在COVID19期间，学生的参与度和表现有所下降。
目标：我们假设创建一个非分级的，有趣,放松以生理为重点的琐事之夜将增加学生的参与度和总结性评估的表现。
方法：引入自愿的“琐事之夜”审查会议，以增加同伴之间的互动并审查呼吸生理学材料。
