Introduction As a result of the coronavirus pandemic, outpatient consultations in National Health Service Lanarkshire were conducted using various forms of teleconsultation. A qualitative study was undertaken to ascertain how senior medical students valued the experience of outpatient teleconsultations in comparison to face-to-face consultations during the pandemic. Methods Anonymised, voluntary surveys were emailed to all medical students who attended clinical placements in specialties utilising teleconsultations. Participants were asked to compare their experience of and perceived value of virtual consultants to face-to-face consultations. Thematic and statistical analysis was performed on the collected data. Results Participants unanimously agreed face-to-face consultations enabled learning, with 71.4% (n = 7) having similar experiences in video consultations if a senior was physically present beside them. Video consultation, when the senior clinician was also present virtually, was deemed useful to a lesser extent (66.7%, n = 6). Only half (57.1%, n = 14) valued the learning from telephone consultations. Qualitative analysis revealed that although face to face was the preferred consultation style, there was useful learning gained in all modalities. Students appreciated discussion with senior clinicians to facilitate learning and valued involvement in the consultation through history taking, especially in teleconsultations. Discussion Teleconsultation was an effective learning tool for medical students during the coronavirus pandemic, which preserved student exposure to patients during lockdown. This study is optimistic that widespread incorporation of teleconsultation, in all modality, has the ability to support students’ clinical exposure and learning, which is becoming increasingly limited as medical student numbers continue to rise and with the ongoing effects of the pandemic.

Background: Training medical students to competently apply the clinical skills they will need as qualified doctors proves an ongoing challenge for clinical educators. During undergraduate study, students spend less time with pediatric patients than adult patients, making it more difficult to gain confidence working with this patient group. There is currently myriad evidence for a “skills lab” approach to clinical skills teaching, and this has taken on greater importance for teaching procedures during the coronavirus disease 2019 pandemic. Therefore, a standardized course for child health clinical skills was designed and implemented to run in a skills lab setting. This study describes a new course training five clinical skills important in child health. The course incorporates small group teaching, simulated practice of skills, and specific feedback from tutors, all within a skills lab setting. Evaluations were carried out over approximately one academic year, with a total of 174 participants from a single United Kingdom medical school. Objectives: This study aimed to implement and evaluate a standardized undergraduate clinical skills course for child health and improve students’ confidence in performing child health clinical skills. Methods: Qualitative and quantitative data were collected, examining students’ self-reported confidence (pre- and post-course), along with free-text course evaluations. A paired t-test was used to calculate the mean difference in students’ pre- and post-course confidence scores. Qualitative evaluations were analyzed for themes using framework analysis. Results: The students had greater confidence in all measured learning outcomes following the course. Qualitative data, examined using framework analysis, suggested that the course was valued by students, who felt it was relevant to their future practice. Numerous written comments suggested particular content and teaching methods that were strengths of the course, including practical elements, small group teaching, and feedback from tutors. Conclusions: Implementing a child health clinical skills course in a skills lab setting is feasible and valued by students. The course increased the self-reported confidence of the studied cohort and might therefore support them in practicing these skills with actual patients. Further studies are required to determine whether these effects demonstrate longevity and whether they translate to increased competence in performing the taught skills.

Figure 2 Written Feedback on simulation courseword cloud summaries Overwhelmingly, their suggestions for improvement was to have more, regular simulation sessions exploring different paediatric scenarios. Conclusion Our results reflect a significant self-reported positive impact of paediatric emergency simulation education on medical students.We aim to further develop these sessions for medical students, to help improve their preparedness in recognising and managing acutely unwell children and young people. REFERENCE