The use of technology to deliver medical education in a pandemic
| Technology | Potential use in teaching | Example of implementation | Advantages | Disadvantages |
|---|---|---|---|---|
| Breakout rooms | Case discussions between small groups of students (2–3); students then meet with the wider group to present and discuss their case | Virtual clerking of patients (one student is the doctor and one student is the patient in a role-play scenario)24 Small group discussion and working through clinical cases | Allows social distancing, both from other students and from patients Potential to discuss signs (through multimedia) and symptoms that they may not have seen on the ward Learning about a wide range of clinical cases specifically targeted to the curriculum Sessions can be recorded, allowing absent students to catch up | No opportunity to practise examination skills More challenging to practise communication skills with patients Clearly not the same as seeing clinical signs in ‘real life’ |
| Team instant messaging group | Communication of venue changes and technology issues Sense of belonging Pastoral support Clarification of technical terms used in clinical meetings | Students are invited to an instant messaging group for their placement facilitated by a member of the medical team, who can rapidly communicate with the students | Rapid and instant communication to the student group Access to support for students if required Opportunity to ask questions Overwhelmingly positive feedback from our group of students; local data gathered unanimously found approval for WhatsApp use in small groups | Inappropriate use; for example, disclosing confidential patient details in error while asking about a clinical case Intrusive: it may blur the line between work and home life if a personal device is being used Access to technology: may disadvantage students without access to smartphones/WhatsApp |
| Virtual meeting whiteboard and polling | Encourage student participation when asked questions through typing responses on the screen (ie virtual whiteboard such as Blackboard Collaborate (Anthology, Boca Raton, USA)) | Asking students open questions eg ‘What would you ask this patient?’; multiple students can respond at once Asking students to label photos of clinical signs | Encourages participation from all students, not just the most confident Multiple answers can be typed at once | Requires access to an online learning platform Students may not engage and it is difficult for a facilitator to identify those not engaging |
| Virtual meeting live chat | Highlight key learning points from clinical cases Clarify any confusions that students might have | Using the chat function on virtual platforms or WhatsApp to answer questions during a virtual clinical meeting, for example MDT discussing patients on a ward (anonymously) | Allows engagement with students during a busy clinical meeting when, historically, clinicians may not have had time to answer questions from students Allows students to clarify any uncertainties that they have Allows a medical educator to question students and check understanding | Access to technology: may disadvantage students without access to smartphones/WhatsApp. Inappropriate use; for example, disclosing confidential patient details in error while asking about a clinical case in breach of GDPR policies24 Students may not engage and it is difficult for a facilitator to identify those not engaging (‘cyber-anonymity’)25 Requires a facilitator The whole group (for example, junior doctors) can't benefit from discussion unless all are in the WhatsApp group Constant messaging may distract from the clinical meeting if only one facilitator is available |
| Virtual platforms to deliver seminars and small-group teaching | Traditional lectures and small-group teaching delivered via a virtual platform | Departmental infection teaching on various infection topics Lectures to large groups of students Small case-based discussions with a group of students | Widens access to teaching; for example, those having to shield can still access sessions from home Allows recording of sessions for those with alternative commitments Global participation in meetings Potential cost practicality implications: no need to book expensive venues, provide refreshments or find suitable venues to hold meetings | Some audience and presenters may find engagement challenging in this format Disadvantages those without access to technology Frustration to participants and lecturer, eg due to poor connectivity |
GDPR = General Data Protection Regulation; MDT = multidisciplinary team.