The Pitfalls of Multitasking: A Case Study

Abstract Introduction Many people are lured by the myth that we can get more done by multitasking. This resource is a case-based lesson on the pitfalls of multitasking: how trying to focus on two or more cognitively demanding tasks results in decrements in performance, and memory, of any of the tasks. This case was created specifically for first-year health professions students with a threefold purpose to: (1) encourage students to focus in class, rather than multitask, for optimal long-term retention of material, (2) familiarize first-year students with a case-based course, and (3) teach students to make evidence-based decisions by referencing scientific articles using PubMed. Methods We introduce the case with a brief multitasking activity presented on PowerPoint to all students in a lecture room. After personally witnessing the negative consequences of multitasking, students break into small groups to discuss and complete the case. To determine the effect, if any, of this multitasking case on self-reported student multitasking behavior, we administered a three-question survey to students before this case, midsemester, and at the end of the semester in both this small-group case-based course and a traditional lecture-based course. The first two questions asked to what degree the students agreed or disagreed with the statements “I can get more done when I multitask” and “I can multitask during class and still not miss anything.” The third question asked the students to report “During class thus far today, of the following I spent the most time texting, social networking online, e-mailing, surfing the internet, or none of the above.” Results Results across the semester revealed that while students progressively believed they could not get more done/not miss anything while multitasking, reported multitasking behaviors increased by semester's end. Thus, student opinion on multitasking is not always reflected in reported behavior. As expected, self-reported multitasking behaviors were greater in a lecture than in a small-group setting. Discussion The hands-on demonstration of how multitasking can foil effective learning created a buzz among students, several of whom said they administered the task to friends and family. Students appreciated this opportunity to learn to use PubMed