**3. International implications: a broader perspective galvanized by a pandemic**

While there is incredible diversity in the final approach to and practice of medicine across the country and world, the foundational knowledge of medicine is rather universal. This allows educators to share their approaches, educational interventions, and adaptations with each other globally. Indeed, we saw this at a possibly unprecedented level during the COVID pandemic. With a need for virtual education, many

*Innovations in Active Education Techniques: Team Based Learning, Flipping the Classroom… DOI: http://dx.doi.org/10.5772/intechopen.107498*

well-resourced institutions made this pivot well to minimize disruption of education [31]. Yet others may face obstacles such as limitations in technology, relevantly skilled staff, and funding [32]. Foundational medical education transcends regional and cultural differences such that interventions developed may be shared in free, open access formats - greatly narrowing this gap. Outside of such pressing needs and at a more practical level, we may avoid duplication of efforts in the design and implementation of the same or near-identical educational interventions. Existing, accessible resources may be curated to satisfy the unique population and needs at hand. Accordingly, such efforts may be allocated toward growth and innovation, which are then shared again, further elevating medical educators. Perhaps more satisfying are benefits such as fostering a sense of collaboration in teaching and learning nationally and internationally. Both educators and learners may share their thoughts, views, successful strategies, frustrations, and more with others – creating a community and sense of connection, thereby broadening their views of the practice of medicine to an international stage. Furthermore, such a mindset may be extended into the future practices of today's learners, resulting in an ever richer and more robust professional experience for physicians and care for patients.
