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Nowadays, the "flipped classroom" approach is taking the center stage within medical education. However, very few reports on the implementation of the flipped classroom in neurology have been published to date, and this educational model still represents a challenge for students and educators alike. In this article, neurology educators from the American Academy of Neurology's A. B. Baker Section on Neurological Education analyze reports of flipped classroom in other medical/surgical subspecialties, review the current implementation in neurology, and discuss future strategies to flip the neurology curriculum through contextualization of the benefits and the consequences. ANN NEUROL 2020;87:4-9., (© 2019 American Neurological Association.)

Technology enhanced learning (TEL) is now common practice in the field of medical education. One of the primary examples of its use is that of high fidelity simulation and computerised mannequins. Further examples include online learning modules, electronic portfolios, virtual patient interactions, massive open online courses and the flipped classroom movement. The rise of TEL has occurred primarily due to the ease of internet access enabling the retrieval and sharing of information in an instant. Furthermore, the compact nature of internet ready devices such as smartphones and laptops has meant that access to information can occur anytime and anywhere. From an educational perspective however, the current utilisation of TEL has been hindered by its lack of understanding of learners' needs. This is concerning, particularly as evidence highlights that during medical training, each individual learner has their own learning requirements and often achieves competency at different rates. In view of this, there has been interest in ensuring TEL is more learner aware and that the learning process should be more personalised. Adaptive learning can aim to achieve this by ensuring content is delivered according to the needs of the learner. This commentary highlights the move towards adaptive learning and the benefits of such an intervention., Competing Interests: Provenance: externally peer-reviewed No conflicts of interest All authors contributed equally to this article and agreed the final version following re edits. No previous work by ourselves has been published on this aspect.

While the place of portfolios in medical training is established, there are limits to their use. This article discusses the potential use of digital badges to complement portfolios, as these provide a transparent overview of a learner's level of competence.

Flipping the classroom centres on the delivery of print, audio or video based material prior to a lecture or class session. The class session is then dedicated to more active learning processes with application of knowledge through problem solving or case based scenarios. The rationale behind this approach is that teachers can spend their face-to-face time supporting students in deeper learning processes. In this paper we provide a background literature review on the flipped classroom along with a three step approach to flipping the classroom comprising implementing, enacting and evaluating this form of pedagogy. Our three step approach is based on actual experience of delivering a flipped classroom at the University of Hong Kong. This initiative was evaluated with positive results. We hope our experience will be transferable to other medical institutions.

Background: After qualifying from medical school, doctors are expected to present on a regular basis in formal settings. It is important to acquire presenting skills early, so that students can practise and improve this skill prior to graduating., Context: Many medical students at Manchester University wanted more emphasis on presenting formally to give them experience prior to qualifying. There were other problems during the Psychiatry block that included non-attendance of students and clinicians for teaching sessions, and difficulty covering all aspects of the syllabus within a 4-week block., Innovation: Several presentation topics were devised on mental health based on the syllabus, for a pair of medical students to present to their peers within the Psychiatry block. A presentations skills training session was delivered at the start of each block. Students presented in pairs, chaired by a senior clinician. This was often the first time they had presented formally with formative, structured feedback., Clinical Implications: This new addition to the available teaching was well received, and benefitted presenters, learners and facilitators alike: the presenters felt that they had obtained a deeper understanding of their chosen topic (all taken from the syllabus, and so relevant to their needs); the peer group wanted to listen to their colleagues present, thereby improving attendance rates; and busy clinicians were more likely to facilitate, as they did not have to prepare presentations and could practise their chairing and feedback skills. It represented an easy, reproducible and effective way of delivering teaching in a non-threatening environment that could be replicated in other specialties., (© Blackwell Publishing Ltd 2012.)

Background: As with the many specialities within medicine, the expanding field of medical education is becoming a more formal and professionalised arena., Aim: This article aims to assist junior doctors wishing to pursue formal educational roles in their future careers., Methods: We offer twelve tips for junior doctors with these aspirations in mind, exploring a range of potential roles, resources and opportunities available., Results: Twelve practical suggestions on how junior doctors can nurture their portfolios of evidence and subsequent future careers in medical education., Conclusions: The developing world of medical education is becoming evermore structured and professionalised. Educators of the future will need to demonstrate evidence of their knowledge, skills and experience in the field in order to effectively assume and perform educational roles.