“Flipped learning” has become increasingly popular in medical education as a means of developing independent learning skills in students. The article by Zheng at al. (2020) highlights the potential utility of this approach in disaster triage training. However, the article also highlights to us some concerns regarding how “flipped learning” may favor certain learners over others in the provision of disaster triage education. Specifically, the article demonstrates the necessity for increased preclassroom preparation when a “flipped classroom” model is used, which inevitably privileges those with a higher ability to engage with self-directed learning. Although such a skill is important to develop in medical education, we fear it may lead to polarized student attainment rather than ensuring a maximum number of students achieve the requisite standard required. More research is consequently needed to inform the most efficacious means of facilitating disaster triage training that supports all students sufficiently, while also helping to nurture their independent learning skills.

Innovation Concept: The objective of this research study was to create a flipped classroom, interactive, experiential learning module on how to do a medical record review study. It is designed for medical students, residents, physicians, and researchers to have a remote, online, but interactive experience that expands on textbook concepts. The “flipped classroom” means that learners will guide their own education. This learning module will include a pre-test, interactive video module, and a post-test. These components will ensure each learner reaches previously set learning goals and not only solidify the learning of learners but validate the educational method, proving its value. Methods: A review of the literature indicates that medical record review is a valuable method of research in emergency medicine however researchers may encounter methodological difficulties, and sometimes medical record reviews are performed in a suboptimal manner due to these difficulties. We are creating a learning module that builds off of the chapter in the Royal College Research Guide and elaborates on various elements, including sample size calculation. Previous work indicates that a flipped classroom approach in medicine to learning has been well developed and is backed by evidence as well as learner preference to guide their own learning. Curriculum, Tool, or Material: The learning module was initiated from the Royal College Research Guide chapter on how to conduct medical record review research. The module is a white board drawing style video that combines elements of explanation and elaboration of the chapter information and a step by step, learner-interactive example of a medical record research project creation. Conclusion: Medical record review research is accessible to many researchers due to the availability of data. This innovation would help ensure that with this availability, good research is being conducted. Future steps will involve testing and validating this learning module using the pre and post-tests, and expanding to create other, similar modules for other Royal College Research Guide chapters.

Theological colleges and seminaries across the Anglican Communion are at a crossroads and this essay proposes a reorientation of their life towards serving the intentional discipleship of the whole people of God. This kind of change would affect the culture as well as the content of what they do. For example, their pedagogy could become that of ‘the flipped classroom’, where ordinands engage in an apprenticeship style of learning, with their time in college falling within placement learning and providing constructive theological reflection upon that prior learning. This will bring great benefits to these institutions through their becoming re-connected and re-embedded in the life of the church at grass roots level, giving them a valued and indispensable role in the mission of the church in diverse contexts.

Introduction: As the value of interactive teaching becomes increasingly recognized, the Flipped Classroom model is receiving more attention in the medical education community. In this model, learners master core declarative knowledge through self-learning prior to class and then expand upon this learning with integrative class exercises. The objective of this study was to assess the effectiveness of the new Flipped Classroom in a Canadian Emergency Medicine postgraduate program. Methods: The residents and staff were educated on the new model. An online questionnaire was sent to all EM residents and staff who had participated in the program 9 months after implementation. The survey tool assessed the participants opinions on utility, time-management, effectiveness in learning material, sustainability, collaboration with other members and overall impressions. Resident scores on national preparatory examinations including the Canadian In-Training Examination (CITE) and the American Board of Emergency medicine (ABEM) were compared before and after implementation of the new model. Results: Teaching staff were trained in the Flipped Classroom model and the majority of teaching sessions for the 2016 academic year were carried out using this paradigm. In addition, third year postgraduates received intensive training in the theory and implementation of interactive teaching techniques. A curriculum renewal committee generated objectives for each teaching session and suggested materials for learner pre-reading. Conclusion: Overall, both residents and staff physicians indicated that the flipped classroom model is a better format for EM academic day learning. Residents and staff collaborated more and felt more engaged during academic day. Residents spent more time preparing for the sessions with the new model, while staff spent less time preparing. Paired comparisons of same residency years for test exam scores using Wilcoxon signed-rank test showed an improvement in both CITE and ABEM exam test scores. In conclusion, the new flipped classroom model produced improvements in educational experience, satisfaction, and test examination scores.