High levels of trauma and mental health problems in this population support the notion that traumatic childhood experiences are strongly associated with problematic alcohol and other drug use, particularly, methamphetamine use, at a young age. Increased attention to decreasing family violence, abuse and neglect is required and in clinical practice, a trauma-informed model of care is recommended.

Objective: To evaluate the effectiveness of video conferences for the delivery of near-peer medical teaching adopted in response to the COVID-19 pandemic from the perspective of medical students and near-peer teachers.Methods: A mixed-methods online survey of medical students (years 3 -5 of a five-year medical program) and near-peer teachers (junior medical officers post-graduate years 1-3) participating in a video conference based near-peer medical teaching (NPMT) program was undertaken throughout the 2020 clinical year. A further comparative survey was conducted with those students and near-peer teachers who had previously participated in face-to-face near-peer teaching sessions. The results of these surveys were analysed using descriptive statistics and inductive thematic analysis.Results: Students and near-peer teachers found the video conference software to be user friendly (93.3%, n = 14 and 77.8%, n=7) and expressed interest in ongoing video conference delivered material (93.4%, n= 14 and 88.9% n = 8). Students were divided as to whether the video conference method of delivery limited (40%, n= 7) or did not limit (26.7%, n = 4) their interactions, while teachers noted that video conferencing did not enhance engagement (66.7%, n= 6). These findings were supported by the qualitative analysis. Key themes identified included positive reception of the teachers, content, and improved attendance/ease associated with video conferencing. Difficulties with the foreign nature of the teaching style and student engagement were also reflected in the qualitative data. Conclusion:The COVID-19 pandemic has impacted the manner in which medical student education is approached. The experience presented here from medical students and near-peer teachers demonstrates a general acceptance of video conferencing as a method of content delivery in the near-peer setting, necessitated by restrictions on face-to-face interactions secondary to the COVID-19 pandemic. Divisions remain as to whether the technology, as it is currently implemented, can maintain or surpass the interaction and engagement which accompanies face-to-face near-peer medical education.