Article Figures & Data
Tables
Characteristic Students, n (%) Institution UCL 10 (20) SGUL 39 (80) Sex Male 20 (41) Female 27 (55) Prefer not to say 2 (4) Year of study First clinical year 18 (37) Second clinical year 2 (4) Final year 29 (59) SGUL = St George's University London. UCL = University College London.
Characteristic Tutors, n (%) Institution UCL 16 (84) SGUL 3 (16) Sex Male 6 (32) Female 13 (68) Years of experience as a tutor ≤2 years 6 (32) 3–5 years 4 (21) ≥6 years 9 (47) SGUL = St George's University London. UCL = University College London.
Configuration Context Mechanism Outcome Engagement 1 Tutor offers opportunities for student to practise remote consultations Student engagement through participationReduced student apprehension with remote consulting Increased student confidence with remote patient consultationsImproved knowledge and skills 2 Observational learning with remote consultationLimited opportunity to practise remote consultations DisengagementDifficulty establishing tutor-student rapport Dissatisfaction with learning opportunityReduced feedback from tutor to student Isolation 3 Lack of team interactionLack of acknowledgement Feeling of student isolationLack of patient physical examinations Negative perception of general practice Preparation 4 Inadequate student training for examining remote patients Uncertainty with remote patient examinations Lack of confidence with examining patients remotely 5 Appropriate patient selection avoiding follow-ups, medication reviews, and patients with language barriers Team organisation Effective teaching Supervision 6 Tutor offers opportunities for student to practise remote consultationsThe absence of the patient Student has more time to prepare Increased quantity and quality of tutor feedback 7 Sequential supervision styleFinal-year medical students Student engagementLess student pressure when not directly observedStudent independence Time consuming for tutorsPromotes confidence, and patient rapport 8 Parallel supervision style Student anxietyDisrupted consultation Reduced patient rapportTime effective for tutors Skills 9 Lack of physical patient examinations Difficulty establishing rapport with patient Reduced skill acquisition 10 Technological setbacks with video consulting Disrupted consultation Reduced use of video consultingLittle or no exposure to video consulting skills 11 Lack of non-verbal cues Less memorable experience Reduced reflective practice
Supplementary Data
- Albedaery_BJGPO.2021.0185_Supp.pdf -
Supplementary material is not copyedited or typeset, and is published as supplied by the author(s). The author(s) retain(s) responsibility for its accuracy.
In this issue
Undergraduate medical teaching with remote consultations in general practice: a realist evaluation
Jump to section
Keywords
More in this TOC Section
Related Articles
Cited By...
Intended for Healthcare Professionals
