Background The SARS-CoV-2 (COVID-19) pandemic has catalysed a widespread humanitarian crisis in many low- and middle-income countries around the world, with many African nations significantly impacted. The aim of this study was to quantify the impact of the COVID-19 pandemic on the planning and provision of international reconstructive collaborations in Africa. Methods An anonymous, 14-question, multiple choice questionnaire was sent to 27 non-governmental organisations who regularly perform reconstructive surgery in Africa. The survey was open to responses for four weeks, closing on the 7 th of March 2021. A single reminder was sent out at 2 weeks. The survey covered four key domains: (1) NGO demographics; (2) the impact of COVID-19 on patient follow-up; (3) barriers to the safe provision of international surgical collaborations during COVID-19; (4) the impact of COVID-19 on NGO funding. Results A total of ten reconstructive NGOs completed the survey (response rate, 37%). Ethiopia ( n = 5) and Tanzania ( n = 4) were the countries where most collaborations took place. Plastic, reconstructive and burns surgery was the most common sub-speciality ( n = 7). For NGOs that did not have a year-round presence in country ( n = 8), only one NGO was able to perform reconstructive surgery in Africa during the pandemic. The most common barrier identified was travel restrictions (within country, n = 8 or country entry-exit, n = 7). Pre-pandemic, 1547 to ≥ 1800 patients received reconstructive surgery on international surgical collaborations. After the outbreak, 70% of NGOs surveyed had treated no patients, with approximately 1405 to ≥ 1640 patients left untreated over the last year. Conclusions The COVID-19 pandemic has placed huge pressures on health services and their delivery across the globe. This theme has extended into international surgical collaborations leading to increased unmet surgical needs in low- and middle-income countries. Level of evidence: Not gradable. Supplementary Information The online version contains supplementary material available at 10.1007/s00238-021-01892-4.

We establish the development of a unique immersive clinical skills bootcamp for third-year medical students, with formal teaching under five key themes: procedural skills day, examinations, imaging, data interpretation and prescribing. Lastly a simulation event was developed to allow the participants to bring the different themes together, in order to successfully manage an acutely unwell patient for their stage of learning using the newly learnt skills. A 4-week bootcamp was developed and delivered to students. A curriculum was developed based on student’s precourse answers to specific questions. Pre and post bootcamp questionnaires were used to assess participants confidence and knowledge using a 5-point Likert scale. A combination of objective structured examination, didactic lectures and group-based discussions were utilised. Tutors’ teaching performance was also analysed. A focus group was held post bootcamp. Bootcamp was delivered to 15 students. Feedback was overwhelmingly positive. Students were more confident in all of the five key domains post bootcamp. All students feel more equipped to take opportunities that arise on medical wards as a result of the skills learnt. Participants were receptive to the combination of teaching methods used. All students would recommend this course to their peers. Early-year clinical students successfully received an immersive goal-directed course with formal teaching. The near-peer teaching model improved participants educational experience. We were able to successfully demonstrate that near-peer teaching is effective when it is goal directed, and further when it addresses areas of medical education whereby there is a disparity in the formal teaching available.