Comparing medical student experience of face-to-face and remote access consultations during the coronavirus pandemic

Abstract

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.

While allied health students prefer face-to-face clinical placement, telehealth can support competency development: results from a mixed-methods study

“…This mixed methods study contributes to the body of evidence on the educational contribution of telehealth to allied health student clinical placements. Unlike Posey et al ( 41 ) and Patterson et al ( 25 ) our quantitative results showed a statistically significant difference between telehealth and face-to-face placement learning experiences across all items. Yet, like Patterson et al ( 25 ) while our students preferred face-to-face consultations, they found both settings provided useful learning experiences.…”

“…Unlike Posey et al ( 41 ) and Patterson et al ( 25 ) our quantitative results showed a statistically significant difference between telehealth and face-to-face placement learning experiences across all items. Yet, like Patterson et al ( 25 ) while our students preferred face-to-face consultations, they found both settings provided useful learning experiences. Most participants in our study agreed or strongly agreed that telehealth experiences provided high quality learning experiences (Statement 4), were aligned with the assessment requirements (Statement 5), assisted them to develop their competencies (Statement 3); enabled the development of clinical problem-solving skills (Statement 7), and improve their clinical practice (Statement 9).…”

“…Simulation research, using a randomised cross-over design (n = 41), found no significant difference between the diagnostic reasoning assessment scores (t = 0.54, p = 0.588) and ability to make a correct diagnosis (t = 0.22, p = 0.823) for nurse practitioners in telehealth and face-to-face standardised patient encounters (24). Similarly, Patterson et al (25) found senior medical students perceived no significant difference (H = 0.0242, n = 26, p = 0.87627) in the degree of usefulness for learning from face-to-face consultations verses teleconsultations.…”