Table 3. The context–mechanism–outcome configurations for the study
Engagement  1Tutor offers opportunities for student to practise remote consultationsStudent engagement through participationReduced student apprehension with remote consultingIncreased student confidence with remote patient consultationsImproved knowledge and skills
 2Observational learning with remote consultationLimited opportunity to practise remote consultationsDisengagementDifficulty establishing tutor-student rapportDissatisfaction with learning opportunityReduced feedback from tutor to student
Isolation  3Lack of team interactionLack of acknowledgementFeeling of student isolationLack of patient physical examinationsNegative perception of general practice
Preparation  4Inadequate student training for examining remote patientsUncertainty with remote patient examinationsLack of confidence with examining patients remotely
 5Appropriate patient selection avoiding follow-ups, medication reviews, and patients with language barriersTeam organisationEffective teaching
Supervision  6Tutor offers opportunities for student to practise remote consultationsThe absence of the patientStudent has more time to prepareIncreased quantity and quality of tutor feedback
 7Sequential supervision styleFinal-year medical studentsStudent engagementLess student pressure when not directly observedStudent independenceTime consuming for tutorsPromotes confidence, and patient rapport
 8Parallel supervision styleStudent anxietyDisrupted consultationReduced patient rapportTime effective for tutors
Skills  9Lack of physical patient examinationsDifficulty establishing rapport with patientReduced skill acquisition
 10Technological setbacks with video consultingDisrupted consultationReduced use of video consultingLittle or no exposure to video consulting skills
 11Lack of non-verbal cuesLess memorable experienceReduced reflective practice