Abstract Body

Background and purpose

The Covid-19 pandemic has resulted in a rapid and significant increase in the number of remote medical consultations (over telephone or video). Coupled with social distancing rules, this has had a profound effect on undergraduate medical education. Medical students on their general practice placements now experience consultations predominantly remotely. Current evidence demonstrates effectiveness of remote consultations for clinicians and patients but highlights a paucity of guidance to facilitate this teaching modality. This study aims to evaluate the use of remote consultations to teach medical students in this setting.

Methods

The study uses a realist evaluation, an approach used to evaluate interventions which are not yet well understood. It is used to explore features of the teaching intervention that lead to success or failure. Participants will include medical students and GP tutors who have experienced teaching or learning through remote consultations in primary care. Participants’ experiences will be gathered using a questionnaire and semi-structured interviews

Results

Initial programme theory identified multiple contextual drivers for optimum teaching and learning outcomes. These are broadly categorised into five themes; engagement, motivation, perception, preparation and experience. These theories will be explored and tested in the second phase of data collection within a realist evaluation, which is under way.

Conclusions

With a shortfall in students choosing a career in general practice, fostering a positive learning experience is important, particularly in the current climate where learning is significantly disrupted. It is intended that managing the identified facilitators and barriers to learning with remote consultations will help to improve experiences for medical students and GP tutors.