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

Christian Cobbold; Louise Wright

doi:10.11157/fohpe.v22i1.460

Authors

Christian Cobbold Griffith University
Louise Wright Griffith University

DOI:

https://doi.org/10.11157/fohpe.v22i1.460

Keywords:

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

Abstract

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.

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