We read with interest the study by Vatier et al. (1) on educational continuity. As final year medical students, we concurred with many of the findings highlighted by the authors. However, we noted that preference for face-to-face learning by teachers was not explored to a similar depth, and we would like to add to this discussion.In our experience, although video-teaching and recorded material allowed continuity during the pandemic, it predominantly helped to progress theoretical skills and expand knowledge base. While this may be an excellent tool for preclinical teaching, it is insufficient for practical learning.At our university, interactive workshops on cultural diversity, minority inclusion, and basic clinical skills are organized in the early years: many of these are run by experienced patient educators and senior students. Holding these remotely could minimize their impact and subsequently the importance of these themes in students' future practice. Also, direct learner-to-learner interaction is key for development of interpersonal skills such as communication, team-work and leadership. In particular, nonverbal communication is known to play a significant role in good practice (2). Absence of in-person sessions may result in the underdevelopment of these skills.An article by Zis et al.(3) showed that extended periods of remote education reduced enthusiasm in all year groups, and increased self-doubt in senior medical students. There was also an associated increase in burnout of the latter group, although interestingly the reverse was seen for preclinical students. These findings emphasize the importance of clinical exposure and in-person teaching, as ultimately, passionate students will become safe doctors.Nevertheless, the benefits of virtual teaching cannot be negated. The concerns of teachers in this paper alongside its findings and those of Zis et al. highlight the benefits of introducing virtual teaching early in the medical curriculum. This could improve students' mental well-being, while ensuring educational goals are met. Thus we agree with the authors' suggestion of combining virtual and face-to-face education, as a good compromise for teachers and students without risking the loss of crucial aspects in clinical medical education.
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