Abstract
Medical educators tasked with curriculum reform may nd it difcult 1 to implement fresh pedagogical strategies . Although it may be attractive to accept new improvements to the curriculum, these attempts are frequently based on insufcient evidence. Despite the extensive use of innovative educational modalities, there are little direct comparative data and no explicit curriculum prescriptions. Although active learning methodologies are believed to be better to traditional lecture formats, the strategic deployment of specic active 2 learning components has been less precisely dened . Consequently, curriculum leaders are frequently uncertain about how to blend small groups, e-learning, and traditional lecturing to create the optimal 3,4 learning environment . Unfortunately, emerging modes of 5 information transmission can exacerbate uncertainty .
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