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develop skills in clinical triage, care coordination, and patient communication. Our program created new opportunities for asynchronous learning and allowed for further development of many core competencies expected of medical students, including reliability and dependability, oral communication, written communication, and teamwork. 1 This program was an initial attempt to incorporate messaging directly into medical education, and although a small, single-center pilot, its impact and workability are promising. Integrating patient messaging into training is an important step in modernizing medical education to include online communication and meet patients' needs. Further development of training programs designed to meet the needs of the evolving world of telemedicine is crucial to meeting current and future standards for practice. AUTHOR CONTRIBUTIONSA.Z Cheloff was the first author, made substantial contributions to the design, analysis and interpretation of data, drafted and approved the manuscript and agreed to be accountable. K.C. Wrenn and A.R. Weinstein each acted as faculty mentors, overseeing the design, analysis and interpretation of the work, lending to drafting and revision, approving the manuscript and agreeing to be accountable. All other authors each assisted with acquisition of data and feedback contribution to design. They gave feedback on the manuscripts, assisted in revisions, gave final approval and agreed to be accountable.

where one day would concentrate on simulation including skill stations. Conclusion Our effort to establish a good RTW training has shown that trainees really appreciate it and would like more of it gain confidence for an effective patient care. Going forwards, we envisage more simulation training, onsite child care facilities and developing VLE package. The principles of this course can be applied to all other schools with individual adaptation.

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