Comparing the content and quality of video, telephone, and face-to-face consultations: a non-randomised, quasi-experimental, exploratory study in UK primary care

Victoria Hammersley; Eddie Donaghy; Richard Parker; Hannah McNeilly; Helen Atherton; Annemieke Bikker; John Campbell; Brian McKinstry

doi:10.3399/bjgp19X704573

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Reshaping undergraduate medical education in primary care via online platforms following COVID-19
Temur Ahmad Khan Pasha and Parisah Maham Hussain

Published on: 22 July 2020

Published on: (22 July 2020)
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Reshaping undergraduate medical education in primary care via online platforms following COVID-19
Temur Ahmad Khan Pasha, Medical Student, Imperial College London, Faculty of Medicine
Other Contributors:
Parisah Maham Hussain, Medical Student, University Of Leicester, Faculty of Medicine
We read the article by Hammersley et al. on utilising different modes of consultations within UK primary care; an increasingly popular topic during the COVID-19 pandemic.¹ Lockdown measures have been eased in London, with social distancing reduced to 1 metre. Simultaneously, as final year medical students, we have been designated as ‘key workers’ and expected to recommence clinical placements, including a 4-week GP assistantship. As there is an ongoing change in how healthcare services are provided for patients, we have been informed that there will be fewer opportunities for face-to-face consultations. Nevertheless, we will be able to consult with patients remotely and undertake compulsory departmental teaching via online platforms such as Microsoft Teams to minimise the loss of patient contact.

Despite this drastic change, patients display a positive attitude and high demand for online consultations in primary care. However, lifestyle advice discussion will occur less often.¹ We feel this rapid change in teaching style and adapting to online consultations is daunting. It is being piloted for the first time, which may result in re-shaping the future of the undergraduate curriculum. This will also be reflected in our undergraduate final examinations by utilising virtual history stations as an assessment tool. Additionally, some students will no longer have their GP assistantship during the final year as it wil...
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We read the article by Hammersley et al. on utilising different modes of consultations within UK primary care; an increasingly popular topic during the COVID-19 pandemic.¹ Lockdown measures have been eased in London, with social distancing reduced to 1 metre. Simultaneously, as final year medical students, we have been designated as ‘key workers’ and expected to recommence clinical placements, including a 4-week GP assistantship. As there is an ongoing change in how healthcare services are provided for patients, we have been informed that there will be fewer opportunities for face-to-face consultations. Nevertheless, we will be able to consult with patients remotely and undertake compulsory departmental teaching via online platforms such as Microsoft Teams to minimise the loss of patient contact.

Despite this drastic change, patients display a positive attitude and high demand for online consultations in primary care. However, lifestyle advice discussion will occur less often.¹ We feel this rapid change in teaching style and adapting to online consultations is daunting. It is being piloted for the first time, which may result in re-shaping the future of the undergraduate curriculum. This will also be reflected in our undergraduate final examinations by utilising virtual history stations as an assessment tool. Additionally, some students will no longer have their GP assistantship during the final year as it will be replaced by their speciality rotation. This is a mandatory requirement by the GMC in order to qualify, which was not completed in our penultimate year during lockdown. Thus, the missed teaching experience in managing patients in primary care may have a knock-on effect, with fewer students choosing GP as a specialty. The demand for recruiting GPs is currently at its highest in the UK, which could affect the quality of holistic patient care provided. Subsequently, more tailored teaching sessions by our GPs on using online platforms are required in order to improve students’ perceived confidence in clinical practice.

References
1. Hammersley V, Donaghy E, Parker R, et al. Comparing the content and quality of video, telephone, and face-to-face consultations: a non-randomised, quasi-experimental, exploratory study in UK primary care. Br J Gen Pract 2019; 69(686): e595-e604.
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Competing Interests: None declared.