Reflections on practice: A virally-infected curriculum must adapt or suffer!

Christian Cobbold, Louise Wright


Viruses are recognised for their ability to induce genetic evolution and cause disease. SARS-CoV-2 has catalysed rapid evolutionary changes in the delivery of preclinical teaching of the Griffith University medical program across diverse sites by inducing the use of progressive student feedback to enhance active learning in an online flipped format. These COVID-induced adaptations in medical education delivery, innovation and fast-tracked modernisation are, unlike viral infection, a curve that we embrace and do not want to squash.


COVID-19; SARS; curriculum, medicine; medical education; flipped classroom Griffith University, Australia

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