Background Feedback collated at University College London Medical School (UCLMS) during the COVID pandemic identified how many students felt unprepared for their summative Objective Structured Clinical Examinations (OSCEs) despite attending mock face-to-face OSCEs. The aim of this study was to explore the role of virtual mock OSCES for improving student’s sense of preparedness and confidence levels for their summative OSCEs. Methods All Year 5 students (n=354) were eligible to participate in the virtual mock OSCEs and were sent a pre- and post-survey for completion. Hosted on Zoom in June 2021, each circuit comprised six stations, assessing history taking and communication skills only, in Care of the Older Person, Dermatology, Gynaecology, Paediatrics, Psychiatry and Urology. Results Two hundred and sixty-six Year 5 students (n=354) participated in the virtual mock OSCEs, with 84 (32%) students completing both surveys. While a statistically significant increase in preparedness was demonstrated, there was no difference in overall confidence levels. In contrast, between specialties, a statistically significant increase in confidence levels was seen in all specialties barring Psychiatry. Despite half of the participants highlighting how the format did not sufficiently represent the summative OSCEs, all expressed interest in having virtual mock OSCEs incorporated into the undergraduate programme. Conclusion The findings of this study suggest that virtual mock OSCEs have a role in preparing medical students for their summative exams. While this was not reflected in their overall confidence levels, this may be due to a lack of clinical exposure and higher anxiety levels among this cohort of students. Although virtual OSCEs cannot replicate the “in-person” experience, considering the logistical advantages, further research is required on how these sessions can be developed, to support the traditional format of face-to-face mock OSCEs within the undergraduate programme.

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Aims Medical students have reduced small-group teaching due to the COVID-19 Pandemic. Anatomy is taught thoroughly in pre-clinical years but not specifically during clinical years. We introduced online small-group near-peer anatomy teaching for students in their first clinical year to help them before starting clinical placements. We investigated the usefulness of revisiting anatomy and the effectiveness of small-group teaching in an online setting. Methods Tutors were 5th or 6th Year medical students, each teaching a group of 5 to 8 tutees anatomy relevant to their clinical placements via Microsoft Teams. Tutees completed a post-tutorial feedback form. The primary outcome was confidence on subject content before and after the tutorial. Each outcome was measured by a Likert Scale, 1 (worst outcome) to 4 (best outcome). Results 127 feedback responses were analysed, a response rate of 62.0%. Mean tutee confidence improved markedly, from 1.520(SD 0.6281) to 3.079(SD 0.5856, p < 0.0001). The mean score for effectiveness of delivery and the effect of technical issues was 3.811 (SD 0.4127) and 3.667 (SD 0.7114) respectively. Analysis of free-text comments showed that the tutorials had a “really great group size” and were “interactive and well-informed”. Conclusions Clinically relevant anatomy teaching in a small-group-setting is useful in improving students’ confidence about the content covered in the placements. The use of online platforms to deliver this in small groups was successful, underwent smoothly and is something that can potentially be implemented in the curriculum.

Aims Medical students have reduced small-group teaching due to the COVID-19 pandemic. Online teaching typically involves large-groups and covers theoretical topics rather than practical skills. We investigated the effectiveness of a six-part online small-group tutorial series, teaching key practical skills to medical students in their first clinical year. Methods Tutors taught using Microsoft Teams, with a tutor:student ratio being between 1:3 to 1:5. Tutorial themes were: examinations (Cardiovascular & Respiratory, Abdominal), A-E assessment and imaging (Thorax imaging & Histology, AXR & CT). Tutees completed a post-tutorial feedback form; the primary outcome was confidence improvement on the subject content. Likert Scales were used to measure the primary aim, with 1 corresponding to the worst outcome, and 4 corresponding to the best outcome. Results 152 tutee feedback responses were analysed, a 60.0% response rate. Response numbers were lowest in the examinations tutorials. Mean tutee confidence improved markedly, from 1.954(SD 0.7918) to 3.414(SD 0.5572, p < 0.0001). This was highest in imaging tutorials (p < 0.05). Mean scores for effectiveness of delivery and effect of technical issues were 3.868(SD 0.3762) and 3.908(SD 0.3327) respectively. From tutors’ feedback, 100% preferred teaching small-group over large-group sessions. However, only 33.3% prefer to teach online over face-to-face. Mean student engagement was rated at 3.417(SD 0.5149). Conclusions Small-group teaching improves students’ confidence in practical skills. Conducting this online is more effective for skills with little physical examination components and is something that can be expanded to a bigger cohort to maximise use of the online platforms.

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