Peer Review #2 of "Attendance, engagement and performance in a medical school curriculum: early findings from competency-based progress testing in a new medical school curriculum (v0.1)"

Abstract

Introduction Medical students often do not value attending in-person large group sessions. It is also not clear from prior research whether attendance at large group sessions impact on performance in medical school. The goal of this study was to assess the relationship between voluntary attendance in large group sessions organized as a "flipped classroom" in a new innovative curriculum and students' mastery of clinical applications of basic science knowledge.