Dear Editor, In medical education, particularly in anesthesiology, there is a growing need for innovative, active teaching strategies to strengthen practical skills and deepen understanding of core concepts. These approaches are beneficial in anesthesiology, a field characterized by high-stakes, rapid decision-making, and hands-on tasks in critical conditions, as they can significantly enhance clinical preparedness and the quality of clinical decision-making. While integrating multiple instructional methods can further boost overall learning effectiveness,1 this is the health-promotion approach. Among these, the Gallery Walk, flipped classroom, and VARK technique provide valuable opportunities for enhancing the educational experience. When combined, these approaches can lead to meaningful improvements in both clinical and theoretical training. For example, with a flipped-classroom approach to airway management, learners pre-learn decision algorithms and equipment choices, and classes are dedicated to comparing methods across scenarios with immediate practical application during later simulations.2 The Gallery Walk encourages active student participation by having students display posters that convey information or concepts related to the topic. For instance, anesthesia students could display posters on patient monitoring, pharmacology, or crisis management scenarios. Participants then explore these displays and engage in discussions. Assessment and feedback are primarily conducted by the students themselves, through peer assessment, with the instructor serving as a supervisor and guide, and providing the necessary feedback. This method fosters collaboration and reinforces connections between ideas. Furthermore, it enables students to view concepts from multiple perspectives and deepen their understanding, which is particularly beneficial in anesthesiology, where analyzing and critiquing information enhances their ability to design and execute professional care in real-world settings.3 Phillips and Wiesbauer4 demonstrated that the flipped classroom is one of the newest and fastest-growing educational models, enabling teaching and learning through online education with multimedia and up-to-date technology. The flipped-classroom approach shifts foundational learning outside of class, allowing students to review materials at home. Classroom time is then dedicated to practical activities, case discussions, and skill exercises. In clinical medical education, this approach, compared with traditional classroom teaching, more effectively enhances students’ clinical skills and is associated with a notable improvement in theoretical scores. These effects are particularly important in skills-based specialties, whose primary aim is success in clinical skills.5 This structure enables students to prepare in advance and focus on applying knowledge during hands-on sessions. When combined with the Gallery Walk, students review concepts beforehand and participate in collaborative activities that reinforce learning through practical application in clinical scenarios. The VARK technique, which recognizes different learning styles—visual, auditory, kinesthetic, and reading/writing—helps tailor instruction to individual preferences.6 In this learning style framework, faculty can design mixed-material resources—such as videos, checklists, and role-plays—to accommodate diverse learner preferences.7 In medical education, where quick analysis and practical skills are crucial, employing VARK improves comprehension and retention by aligning teaching methods with students’ preferred learning modes. Integrating these three strategies—active engagement via Gallery Walk, pre-class preparation through the flipped classroom, and personalized learning with VARK—within a single scenario creates a comprehensive educational approach. In clinical contexts, this approach not only helps students grasp knowledge but also develops the rapid decision-making skills necessary for safe and effective patient care. Early evidence suggests that this combination enhances concept understanding and practical ability. It also builds confidence and improves clinical care quality. In conclusion, integrating the flipped classroom framework within a gallery walk, alongside VARK-based personalization, holds great potential to elevate the quality of medical education and training in anesthesiology. These innovative methods can foster well-prepared teams capable of minimizing errors and improving patient safety. We encourage educators in anesthesiology and other clinical disciplines to pilot this integrated approach and assess its impact on learners’ outcomes. Financial support and sponsorship Nil. Conflicts of interest There are no conflicts of interest.
Babaie et al. (Sun,) studied this question.