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Armstrong, Sarah, Alberti, Hugh, Bhattacharya, Abhishek, Dhokia, Bhavit, Hall, Lauren, Lawes-Wickwar, Sadie 
ORCID: https://orcid.org/0000-0001-9307-4532, Lovat, Eitan, Pandya, Shraya, Park, Sophie, Pope, Lindsey, Sajid, Madiha, Wilson, Penny and Younie, Louise
(2023)
Students’ and tutors’ experiences of remote ‘student–patient’ consultations.
Medical Teacher, 45 (9).
pp. 1038-1046.
ISSN 0142-159X
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Abstract
Background: Remote consulting has become part of the medical student clinical experience in primary care, but little research exists regarding the impact on learning. Aim: To describe the experiences of General Practitioner (GP) educators and medical students in using student-led remote consultations as an educational tool. Method: A qualitative, explorative study conducted at four UK medical schools. GP educators and medical students were purposively sampled and interviewed. Results: Nine themes arose: practical application, autonomy, heuristics, safety, triage of undifferentiated patients, clinical reasoning, patient inclusion in student education, student–patient interaction, and student–doctor interaction. Discussion: Remote consulting has become part of the clinical placement experience. This has been found to expose students to a wider variety of clinical presentations. Verbal communication, history-taking, triage, and clinical reasoning skills were practised through remote consulting, but examination skills development was lacking. Students found building rapport more challenging, although this was mitigated by having more time with patients. Greater clinical risk was perceived in remote consulting, which had potential to negatively impact students’ psychological safety. Frequent debriefs could ameliorate this risk and positively impact student–doctor relationships. Student autonomy and independence increased due to greater participation and responsibility. Pre-selection of patients could be helpful but had potential to expose students to lower complexity patients. Practice points Remote consulting confers unique educational benefits. Remote consulting can help develop history-taking and communication skills, as well as clinical reasoning skills. The psychological safety of the student and the supervisory risk of the tutor can be impacted by remote consulting, but frequent debriefs between the student and tutor can help mitigate this risk. Learning how to conduct remote, and face-to-face consultations is important in medical education.
| Item Type: | Article |
|---|---|
| Additional Information: | Funding Information: This study was funded by the Association for the Study of Medical Education. The authors thank all participating GP tutors and medical students from all institutions for their contribution. This paper and the research behind it would not have been possible without them. The authors are grateful to Madiha Sajid, who provided advice and guidance from her perspective as a Public Contributor. Publisher Copyright: © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. |
| Uncontrolled Keywords: | medical education,primary care,remote consulting,education ,/dk/atira/pure/subjectarea/asjc/3300/3304 |
| Faculty \ School: | Faculty of Medicine and Health Sciences > Norwich Medical School |
| Related URLs: | |
| Depositing User: | LivePure Connector |
| Date Deposited: | 03 Sep 2024 15:34 |
| Last Modified: | 25 Sep 2024 18:04 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/96475 |
| DOI: | 10.1080/0142159X.2023.2170777 |
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