LAUSR

We were interested to read the study by Schneider et al. (2019) on the testing effect within an inverted classroom, as it emphasized how our education system is changing, as is the way we learn as medical students. In our personal experience, the inverted classroom approach is not something we have had great familiarity with until recently. The traditional route for our learning is through most content being delivered in hour-long lectures themselves, or postlecture reading. However, we are now given specifically designed revision lectures by both the faculty and studentled societies which utilize the inverted classroom approach. For this, we receive resources which include reading material and MCQs on which to test ourselves. In the sessions themselves, we are therefore able to adopt an active learning style involving group tasks, discussions and question sessions to identify weaknesses and work with others to improve them. However, what we find most fulfilling is the self-testing before and during these sessions. This reflects how a medical student learns for examinations is changing. Some are moving away from traditional textbook-based learning approaches to the utilization of continual testing using online questionnaire banks which provide a multitude of MCQs across various specialities. We find that testing is a more interactive way to consolidate learning and also refine exam technique. Another key advantage from this type of teaching approach that cannot be ignored is the psychological effect of testing on students and how they subsequently feel and fare during high-stake examinations. Work by both Schneider et al. (2019) and Szpunar et al. (2013) has shown that examination anxiety was reduced when formative tests were taken prior to or in class. As it is no secret that the medical course is one that puts a great deal of academic and psychological pressure on students, any tactic to reduce any anxiety can only be a good one. A drawback to this learning style was not only highlighted by Schneider et al. (2019), but has been something we have personally experienced. To benefit from active learning during inverted classroom approaches, there is a requirement for prior understanding of material. Some medical students, however, may not be fully engaged with this approach which requires some preparation, thereby potentially impeding on learning opportunities during the sessions. It is evident that as more research takes place on effective methods to learn, both students and medical schools are on board to adapt.