We would like to congratulate Mutter et al. on publishing an original piece of research on novel teaching methods for students [1]. We would like to make some contributions, whilst drawing on some of our own experiences as junior doctors.Medical school curricula utilise a combination of theoretical and practical-based education, with a more recent emphasis on self-directed and student-centred learning. However, it has been shown that completing sessions that require active involvement where the student is fully engaged throughout (e.g. simulation) is more effective for building long-term confidence [2]. Therefore, the use of simulation is increasing, providing a safe space for students to practice [3].We agree that feedback is crucial for self-improvement, although it should be provided in a constructive and positive way, as it can have a significant impact on students' mental wellbeing [4]. This research demonstrates that receiving direct verbal feedback immediately after the phone calls instead of at the end led to a more significant improvement, thereby demonstrating how crucial constant feedback is to improving practice [1].We received reports that UK final-year medical students did not feel adequately prepared to become a qualified doctor, and this is extensively supported by literature [5], although it is improving as curricula change [6]. Most papers on similar courses appear to be from the USA, and we argue that there is a need for similar programmes within the UK. As a result, we are currently running a similar course for final-year students during which students are "bleeped" to complete tasks around the hospital and have to use the SBAR format to give and receive handovers, receiving immediate and delayed feedback.
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