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 |