ArticleBMJ open2022
Teaching undergraduate medical students virtual consultation skills: a mixed-methods interventional before-and-after study.
Article in BMJ open, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
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Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it, 11 citations in OpenAlex.
- Telehealth-related education and training: a systematic review of recent developments since the COVID-19 pandemic.Medical education online · 2026Pooled it
- Use of Digital Technology for Developing Communication Skills in Undergraduate and Postgraduate Medical Education: Scoping Review.JMIR medical education · 2026Article
- Do Medical Schools Need to Adapt Their Curriculum in Order to Teach Medical Students 'Webside' Manner? A Systematic Review.Medical science educator · 2025Review
- Development and psychometric evaluation of virtual consultation scoring rubric for the standardized patient.BMC medical education · 2025Article
- The educational effects of telemedicine training using role-playing for general practice/family medicine residents: A qualitative study.Journal of general and family medicine · 2025Article
- A systematic scoping review of group reflection in medical education.BMC medical education · 2024Article
- Training primary care staff in delivering the primary care consultation remotely: a systematic review.BJGP open · 2023Article
Corrections and comments
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Authors and funding
4 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesTo evaluate the impact and transferability of a novel teaching method on virtual communication skills for final year medical students.
designMixed-methods, interventional before-and-after study.
settingNHS Lanarkshire, Scotland.
participants21 final year medical students on their obstetrics and gynaecology (O&G) placement from September to December 2020.
interventionsA two-part teaching session on virtual communication skills.
main outcome measuresSelf-reported confidence in conducting consultations preteaching and post-teaching, exposure to virtual consultations, usefulness of teaching and transferability to primary care. Data were collected using preteaching and post-teaching evaluation tools and an online survey.
resultsOf 21 participants, 1 student did not attend the second session so was excluded from post-teaching evaluation results and the online survey. Preteaching results were collected from 21 participants and post-teaching results from 20. Mean confidence scores increased across all domains post-teaching. Mean confidence in opening the consultation increased from 2.67 (95% CI 2.21 to 3.13) to 4.70 (95% CI 4.50 to 4.90); history-taking from 3.38 (95% CI 3.07 to 3.69) to 4.45 (95% CI 4.19 to 4.71); decision-making and forming a management plan from 2.62 (95% CI 2.28 to 2.96) to 3.90 (95% CI 3.66 to 4.14) and closing the consultation from 2.81 (95% CI 2.45 to 3.17) to 4.60 (95% CI 4.38 to 4.81). There was no change in exposure to virtual consultations during O&G placement. 16 (80%) participants responded to the online survey; 14 (87.5%) rated the sessions 'very useful' and all 16 considered them worthwhile continuing. 12 (75%) had the opportunity to practise virtual consultations on general practitioner, mostly via telephone.
conclusionsWe found that teaching students virtual consultation skills improved short term confidence and were transferable to primary care placements. Future research is suggested to assess this teaching model following adaptation and incorporation into medical education and training across specialties and grades. It would be useful to evaluate the impact on competence post intervention through observed skills.
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