Learning environments in decentralized and urban medical curricula in Norway: a comparative study

Despite concerns about suboptimal learning environment conditions in decentralized curricula, this study indicated the opposite. Plausible explanations include integration of students in a clinical community, development of continuous longitudinal relations between students and teachers, and the use of flipped classroom activities in small student groups. Considering the learning environment's importance for student learning and wellbeing, these findings are valuable in the further establishment and development of decentralized medical education.