Background: Clinical workplace learning was severely disrupted during the COVID-19 pandemic because of social distancing measures. In response, we developed a Virtual Clinic using head-mounted cameras to preserve authentic patient contact and clinical team interaction for medical students. Our aim was to create virtual teaching activities that allowed participation in real-time patient care and facilitated peer learning and feedback.
Approach: The Virtual Clinic was established in a separate space with live video connections to the hospital ward. Students rotated between wearing head-mounted cameras during rounds, teaching visits and consultations, whereas peers observed remotely in small groups. Educational design was informed by principles of authentic and active learning strategies. Remote students contributed through discussion, documentation tasks and peer feedback.
Evaluation: Twenty-seven medical students participated in the Virtual Clinic during...
Show moreBackground: Clinical workplace learning was severely disrupted during the COVID-19 pandemic because of social distancing measures. In response, we developed a Virtual Clinic using head-mounted cameras to preserve authentic patient contact and clinical team interaction for medical students. Our aim was to create virtual teaching activities that allowed participation in real-time patient care and facilitated peer learning and feedback.
Approach: The Virtual Clinic was established in a separate space with live video connections to the hospital ward. Students rotated between wearing head-mounted cameras during rounds, teaching visits and consultations, whereas peers observed remotely in small groups. Educational design was informed by principles of authentic and active learning strategies. Remote students contributed through discussion, documentation tasks and peer feedback.
Evaluation: Twenty-seven medical students participated in the Virtual Clinic during their internal medicine clerkship. Data were collected through 37 Likert-scale items and 13 open-ended questions. Students reported that Virtual Patient Rounds and Virtual Teaching Visits were both engaging and intellectually stimulating. Despite remote engagement, students reported a strong sense of integration within the medical team. Limitations included occasional connectivity issues.
Implications: This innovation supported continued clinical education during pandemic restrictions while fostering student autonomy and team integration. The approach is transferable to other disciplines and contexts, such as interprofessional or global health education. Key lessons include the potential for virtual bedside learning beyond COVID-19.
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