BackgroundAs a result of Covid-19, students in primary care now experience patient consultations predominantly remotely, with supervisors historically educating students in face-to-face contexts. There is a paucity of evidence regarding the facilitators and barriers to supervising students for excellent educational impact in the remote consultation environment.AimTo understand the facilitators and barriers to educating medical students using remote consultations in primary care, and the consequences for students in educational impact.Design & settingA realist evaluation methodology was adopted to identify causal chains of contexts, mechanisms, and outcomes describing how the teaching and learning functioned on a sample of medical students, and GP tutors from two UK medical schools.MethodAn initial programme theory developed from the literature and a scoping exercise informed the data collection tools. We collected qualitative data through online questionnaires (49 students, 19 tutors) and/or a semi-structured interview (8 students, 2 tutors). The data was coded to generate context-mechanisms-outcome configurations outlining how the teaching and learning operated.ResultsThe results demonstrated a sequential style of supervision can positively impact student engagement and confidence and highlighted a need to address student preparation for remote patient examinations. Students found passive observation of remote patient encounters disengaging, and in addition, reported isolation which impacted negatively on their experiences and perceptions of primary care.ConclusionStudent and tutor experiences may improve through considering the supervision style adopted by tutors and interventions to reduce student isolation and disengagement when using remote patient consultations in primary care.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.