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Abstract Merhavy et al.’s study on the impact of lecture playback speeds on concentration and memory is valuable as it is one of the few studies on how different playback speeds may affect medical students’ learning. However, despite the novelty of this study, some limitations concerning its methodological rigor, including statistical analyses, lack of evaluation of confounders, unclear characteristics of participants, and lack of a true control group, need to be considered in the interpretation of findings.