Evidence map›Paper›PMID 38486583›Full record

ArticleMedEdPublish (2016)2021

Twelve Tips for teaching clinical and communication skills online.

Helen Bintley, Graham Easton, Riya George, Devina Raval, Harvey Wells, Nisha Ehamparanathan, Harriet Le Voir, S Elizabeth Wright, Dason Evans, Angela Rowlands and 1 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in MedEdPublish (2016), 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

11 authors.

Helen BintleyQueen Mary University of London.
Graham EastonQueen Mary University of London.
Riya GeorgeQueen Mary University of London.
Devina RavalQueen Mary University of London.
Harvey WellsQueen Mary University of London.
Nisha EhamparanathanQueen Mary University of London.
Harriet Le VoirQueen Mary University of London.
S Elizabeth WrightQueen Mary University of London.
Dason EvansQueen Mary University of London.
Angela RowlandsQueen Mary University of London.
Ashia ShafiQueen Mary University of London.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

This article was migrated. The article was marked as recommended. Teaching and learning online is a long-established pedagogical approach in medical education. However, the Covid-19 pandemic has escalated the use and development of online teaching and with it have come a number of benefits and challenges. In this article the authors consider these benefits and challenges in relation to the teaching and learning of clinical and communication skills, drawing on up-to-date evidence and their extensive experience of using online learning before and during the Covid-19 pandemic. The authors have identified twelve tips to support others in constructing and developing online clinical and communication skills for medical students taking into account educational vision and curriculum, the educational multi-disciplinary team, feedback and evaluation, and what to do when things go wrong. This article provides a practical guide to teaching clinical and communication skills in a new learning environment, which is likely to be a much more prominent feature of medical education in the future.

Indexed as

clinical skillscommunication skillsOnlinepedagogytechnology

Identifiers

PMID38486583
PMCPMC10939600

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.