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Each student has different personality traits which connect us to the type of learning style we are most comfortable with as individuals. Medical students are also no exception. Some who are more introverted may prefer sitting quietly in large lecture halls listening to information delivered calmly while others succeed best with highly interactive learning. For the former group, would a greater amount of discussion taking place in flipped classrooms serve as distractors that negatively affect information acquisition? What if we introduce a greater degree of flexibility in the curriculum by permitting students to select for themselves either a passive lecture or flipped classroom component based on their preferred learning style and personality traits? This is not to say that we are completely leaving out lectures or flipped classrooms for certain students but simply to strike a balance between what is compulsory and optional to work and cater best for each student's needs as unique individuals. Would this strategy also do a better job in improving students' locus of control over their learning process in medical school? It is a fact that personal freedom is very limited in medical school. Through increasing students' locus of control, perhaps it could help improve their sense of subjective wellbeing.