Medical Clerkship Research Articles

Medical clerkships in China in a single institution since the outbreak of COVID-19.

Medical EducationVolume 55, Issue 11 p. 1301-1302 REALLY GOOD STUFF Medical clerkships in China in a single institution since the outbreak of COVID-19 Xiaojuan Zhang, Xiaojuan ZhangSearch for more papers by this authorNanwei Tong, Nanwei TongSearch for more papers by this authorQing Shao, Qing ShaoSearch for more papers by this authorYuwei Zhang, Corresponding Author Yuwei Zhang [email protected] orcid.org/0000-0003-2281-5000 Correspondence Yuwei Zhang, Department of Endocrinology and Metabolism, West China Hospital, Sichuan University, #37 Guoxue Alley, Wuhou District, Chengdu 610041, China. Email: [email protected]Search for more papers by this author Xiaojuan Zhang, Xiaojuan ZhangSearch for more papers by this authorNanwei Tong, Nanwei TongSearch for more papers by this authorQing Shao, Qing ShaoSearch for more papers by this authorYuwei Zhang, Corresponding Author Yuwei Zhang [email protected] orcid.org/0000-0003-2281-5000 Correspondence Yuwei Zhang, Department of Endocrinology and Metabolism, West China Hospital, Sichuan University, #37 Guoxue Alley, Wuhou District, Chengdu 610041, China. Email: [email protected]Search for more papers by this author First published: 30 August 2021 https://doi.org/10.1111/medu.14640 Funding information: National Natural Science Foundation of China, Grant/Award Number: 82070660; Sichuan and Regional Innovation Cooperation Project, Grant/Award Number: 20QYCX0100 Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume55, Issue11November 2021Pages 1301-1302 RelatedInformation

Correlation of depression and anxiety with smartphone addiction among medical clerkship

Background: Smartphone is a mobile phone with operating system and internet access that has many functions and can be helpful for medical clerkship students to finish their assignments and as well as an entertainment media. Excessive and uncontrolled use of smartphone may lead to smartphone addiction. Depression and anxiety might correlate with smartphone addiction. The goal of this study was to determine the correlation of depression and anxiety with smartphone addiction among medical clerkship students in Bali province. Materials and Methods: The research was an observational non-experimental study with cross sectional design, and descriptive analytic analysis. Samples were obtained by systematic sampling. Instruments used were the Modified Smartphone Addiction Scale Indonesian version and Depression Anxiety Stress Scale 42 (DASS 42). Data were analyzed by Spearman’s test then simple regression analysis for anxiety and smartphone addiction because depression did not fulfill assumption test. Results: A number of 100 samples were analyzed. Depression was positively correlated to smartphone addiction (r=0.542, p <0.001). Anxiety was positively correlated to smartphone addiction (r=0.598, p <0.001). Simple regression analysis showed a value of R=0.591 (p <0.001) and as such anxiety played role on smartphone addiction. A determination coefficient of 0.349 showed the effective role of anxiety on smartphone addiction was 34.9% whereas the remaining 75.1% was determined by another variable that were not investigated on this study. Conclusion: There was a significant positive relationship with the strength of a moderate relationship between depression and anxiety with smartphone addiction.

Coproducing clinical curricula in undergraduate medical education: Student and faculty experiences in longitudinal integrated clerkships

Purpose Educational coproduction, in which learners partner with educators to create and improve their educational experiences, can facilitate student-centered medical education. Empirical descriptions of best practices for involving students in clinical curricular coproduction are needed. We aimed to understand faculty and student perspectives on methods, perceived benefits, and common barriers and solutions to clinical curricular coproduction. Methods We conducted an international mixed-methods study of clinical curricular coproduction in undergraduate medical education and longitudinal integrated clerkships specifically. Faculty and students identified through an international listserv received an electronic survey to identify methods, benefits, and challenges of clinical curricular coproduction. We conducted semi-structured interviews with a subset of survey participants. We present descriptive statistics for survey data and themes derived from inductive qualitative analysis. Results Two hundred forty-seven individuals (104 faculty; 143 students) representing 52 medical schools in eight countries completed the survey. Methods for clinical curricular coproduction ranged from informal, low-intensity learner involvement (e.g. verbal feedback) to formal, high-intensity learner involvement (e.g. committee membership). Perceived benefits included improvements in student-faculty relationships, program culture and design, and student development. Structural issues (e.g. scheduling) were the most common perceived barriers. Conclusions Clinical curricular coproduction among faculty and students is perceived to enhance collaboration, enable curriculum change, and support students’ professional development. Our study offers empirical guidance for involving students as partners in clinical curricular coproduction.

Flipped classroom combined with case-based learning is an effective teaching modality in nephrology clerkship

BackgroundThe flipped classroom (FC) is recognized as an effective teaching approaches by emphasizing on the development of high-order abilities; however, the implementation of FC has not been well explored in nephrology education. The present study aims to investigate the efficacy of FC in teaching nephrology via comparing with the traditional lecture-based teaching (LBT).MethodsSixty-two medical clerkship students at Zhejiang University School of Medicine were equally allocated into either LBT or FC group demographically matched. The glomerular diseases module was chosen for the teaching content. Students from the FC group were required to study the pre-class materials in annotated PPT format in advance. In the class, case-based learning (CBL) was employed, students encountered the related clinical cases and participated in the face-to -face discussion. Students from the LBT group attended a didactic lecture during the class. Quiz and questionnaires were performed to assess the efficacy of FC versus LBT.ResultsParticipants from the FC group performed better in the quiz than those from the LBT group with higher total scores (78.06 ± 2.515 vs. 65.16 ± 3.209, mean ± SEM), particularly the scores of the case analysis-related questions (35.81 ± 1.657 vs. 27.42 ± 1.910, mean ± SEM). In the survey, more students considered FC beneficial to comprehension, critical thinking, patient management and team work as compared with LBT. Meanwhile, more participants agreed increased in-class pressure in FC than in LBT.ConclusionsThis study shows the positive impact of FC combined with CBL approach on nephrology education and provides an alternative pre-class and in-class format for the FC implementation.

Factors Associated With Working in Remote Indonesia: A National Cross-Sectional Study of Early-Career Doctors

Background: Doctor shortages in remote areas of Indonesia are amongst challenges to provide equitable healthcare access. Understanding factors associated with doctors' work location is essential to overcome geographic maldistribution. Focused analyses of doctors' early-career years can provide evidence to strengthen home-grown remote workforce development.Method: This is a cross-sectional study of early-career (post-internship years 1–5) Indonesian doctors, involving an online self-administered survey on demographic characteristics, and; locations of upbringing, medical clerkship (placement during medical school), internship, and current work. Multivariate logistic regression was used to test factors associated with current work in remote districts.Results: Of 3,176 doctors actively working as clinicians, 8.9% were practicing in remote districts. Compared with their non-remote counterparts, doctors working in remote districts were more likely to be male (OR 1.5,CI 1.1–2.1) or unmarried (OR 1.9,CI 1.3–3.0), have spent more than half of their childhood in a remote district (OR 19.9,CI 12.3–32.3), have completed a remote clerkship (OR 2.2,CI 1.1–4.4) or internship (OR 2.0,CI 1.3–3.0), currently participate in rural incentive programs (OR 18.6,CI 12.8–26.8) or have previously participated in these (OR 2.0,CI 1.3–3.0), be a government employee (OR 3.2,CI 2.1–4.9), or have worked rurally or remotely post-internship but prior to current position (OR 1.9,CI 1.2–3.0).Conclusion: Our results indicate that building the Indonesian medical workforce in remote regions could be facilitated by investing in strategies to select medical students with a remote background, delivering more remote clerkships during the medical course, deploying more doctors in remote internships and providing financial incentives. Additional considerations include expanding government employment opportunities in rural areas to achieve a more equitable geographic distribution of doctors in Indonesia.

Shame in medical clerkship: "You just feel like dirt under someone's shoe".

IntroductionThis study explores how senior medical students’ experience and react to shame during clinical placements by asking them to reflect on (1) manifestations of shame experiences, (2) situations and social interactions that give rise to shame, and (3) perceived effects of shame on learning and professional identity development.MethodsIn this interpretive study, the authors recruited 16 senior medical students from two classes at a Norwegian medical school. In three focus group interviews, participants were invited to reflect on their experiences of shame. The data were analyzed using systematic text condensation, producing rich descriptions about students’ shame experiences.ResultsAll participants had a range of shame experiences, with strong emotional, physical, and cognitive reactions. Shame was triggered by a range of clinician behaviours interpreted as disinterest, disrespect, humiliation, or breaches of professionalism. Shame during clinical training caused loss of confidence and motivation, worries about professional competence, lack of engagement in learning, and distancing from shame-associated specialties. No positive effects of shame were reported.DiscussionShame reactions in medical students were triggered by clinician behaviour that left students feeling unwanted, rejected, or burdensome, and by humiliating teaching situations. Shame had deleterious effects on motivation, learning, and professional identity development. This study has implications for learners, educators, and clinicians, and it may contribute to increased understanding of the importance of supportive learning environments and supervisors’ social skills within the context of medical education.

A Whole New World: A Medical Student's Reflection on the Moments Before Surgery for Breast Cancer.

Medical school clerkship offers third year medical students multiple opportunities to acquire clinical experience through real patient interactions and integration into the healthcare teams of different specialties. As part of the general surgery rotation, medical students are invited to scrub in to assist with surgeries-a chance to simultaneously gain medical knowledge while developing technical skills. In what is often an impersonal experience for most patients, students are encouraged to consider the patient's perspective throughout their surgical journey from the pre-operative to post-operative stages. In this reflection, a third year medical student discusses her experience on the moments before breast surgery. From the point of view of a breast cancer patient, she reflects on the impact of a mastectomy on a patient's identity and comments on the importance of empathy in helping a patient grapple with their unique illness experience.

Community Health course load before clerkship in Brazilian medical schools

Abstract: Introduction: The limits of the Community Health (CH) course load (CL) before medical clerkship (MC) in undergraduate medical courses are not defined neither in the National Curriculum Guidelines nor in other documents, and have not been investigated in a comprehensive way in national studies. Objective: To analyze the community health course load before clerkship in Brazilian medical schools. Method: Cross-sectional study of schools acknowledged by the Ministry of Education, which started activities until December 31, 2017. The sites of the 323 existing schools were accessed and the schools that had their curricula available in the internet with details of the CH CL before MC were included. The variables were school geographic region and administration type, medical course CL and CH CL before MC, also including epidemiology, biostatistics and occupational health course loads. Data were analyzed using descriptive statistics, Pearson chi-square (Ӽ2) for categorical variables and Mann-Whitney-U (U) and Kruskal Wallis Ӽ2 tests for continuous variables. Results: Out of 323 existing medical schools, 222 were included (68.7%). Among the included schools, 83 were tuition-free (37.4%) and 139 were not (62.6%). The median of the CH CL before MC was 440.0 hours (P25-75 = 300.0 - 640.0), equivalent to 5.4% (P25-75 = 3.5 - 7.8) of the medical course CL. The median of the CH CL before MC in hours in private and municipal schools was, respectively, 480.0 (P25-75 = 330.7 - 679.2) and 576.0 (P25-75 = 360.0 - 766.0), and of state and federal schools, respectively, 337.0 (P25-75 = 281.2 - 524.2) and 370.0 (P25-75 = 300.0 - 480.0), Ӽ2(3) = 11.48, p = .009. The median of the total CH CL in non-tuition-free schools was 500.0 hours (P25-75 = 336.0 - 690.0) and in the tuition-free schools, it was 364.0 hours (P25-75 = 285.0 - 504.0), U = 4.259.0, z = -3.26, p = .001. The median of epidemiology and biostatistics CL in hours before MC in the 124 schools was 88.0 (P25-75 = 60.0 - 120.0), whereas the occupational health CL in 63 schools was 40.0 (P25-75 = 33.0 - 60.0). Conclusions: The CH CL before clerkship varies widely, being higher in non-tuition-free medical schools.

Community Health course load before clerkship in Brazilian medical schools

Abstract: Introduction: The limits of the Community Health (CH) course load (CL) before medical clerkship (MC) in undergraduate medical courses are not defined neither in the National Curriculum Guidelines nor in other documents, and have not been investigated in a comprehensive way in national studies. Objective: To analyze the community health course load before clerkship in Brazilian medical schools. Method: Cross-sectional study of schools acknowledged by the Ministry of Education, which started activities until December 31, 2017. The sites of the 323 existing schools were accessed and the schools that had their curricula available in the internet with details of the CH CL before MC were included. The variables were school geographic region and administration type, medical course CL and CH CL before MC, also including epidemiology, biostatistics and occupational health course loads. Data were analyzed using descriptive statistics, Pearson chi-square (Ӽ2) for categorical variables and Mann-Whitney-U (U) and Kruskal Wallis Ӽ2 tests for continuous variables. Results: Out of 323 existing medical schools, 222 were included (68.7%). Among the included schools, 83 were tuition-free (37.4%) and 139 were not (62.6%). The median of the CH CL before MC was 440.0 hours (P25-75 = 300.0 - 640.0), equivalent to 5.4% (P25-75 = 3.5 - 7.8) of the medical course CL. The median of the CH CL before MC in hours in private and municipal schools was, respectively, 480.0 (P25-75 = 330.7 - 679.2) and 576.0 (P25-75 = 360.0 - 766.0), and of state and federal schools, respectively, 337.0 (P25-75 = 281.2 - 524.2) and 370.0 (P25-75 = 300.0 - 480.0), Ӽ2(3) = 11.48, p = .009. The median of the total CH CL in non-tuition-free schools was 500.0 hours (P25-75 = 336.0 - 690.0) and in the tuition-free schools, it was 364.0 hours (P25-75 = 285.0 - 504.0), U = 4.259.0, z = -3.26, p = .001. The median of epidemiology and biostatistics CL in hours before MC in the 124 schools was 88.0 (P25-75 = 60.0 - 120.0), whereas the occupational health CL in 63 schools was 40.0 (P25-75 = 33.0 - 60.0). Conclusions: The CH CL before clerkship varies widely, being higher in non-tuition-free medical schools.

Utilizing Psychodynamic Principles to Teach Professionalism to Medical Students Through an Innovative Curriculum.

Professionalism is a fundamental expectation of practicing medicine and a core competency in medical education, yet the methods of how to teach and evaluate it are still experimental. Professionalism involves self-reflection, a psychodynamic understanding of the patient's and the doctor's predicament, and conflict resolution, so psychiatrists are uniquely qualified to teach it. This article describes an innovative course that utilizes psychodynamic principles to teach professionalism to medical students. The authors present a novel 2-year curriculum for teaching professionalism to first- and second-year medical students utilizing psychodynamic principles to help develop awareness of others' feelings and motivations, self-reflection, compassion, empathy, and skills in ethical conflict resolution by means of written and oral narrative exercises. Outcomes are evaluated by the student ratings about the course and the faculty, and by using the test for emotional intelligence (EI), administered as a baseline and then at the end of each year. Each subsequent year the students demonstrated a statistically significant increase in EI scores, student evaluations of the course ranked among the highest in the medical school, clerkship supervisors and residency training directors noted the high degree of professionalism of the students, and the number of student applicants to psychiatry residency were consistently higher than the national average. In addition, this course was awarded the 2018 Alpha Omega Alpha Honor Medical Society's Edward B. Harris Medical Professionalism Award for the best professionalism course of U.S. medical schools. Psychodynamic principles are fundamental for teaching medical professionalism at a medical-student level. Professionalism also serves as a way to introduce students to psychiatry early in the curriculum, and psychiatrists and other mental health professionals are uniquely qualified to teach medical professionalism.

CLASSROOM TEACHING IS BETTER THAN ONLINE TEACHING - A SURVEY REPORT IN MEDICAL COLLEGE MANDI H.P

Around the world even the developed countries are stunned by this pandemic causing extensive pain. India is no exception and the Government has imposed a nation – wide lockdown to help restrain the virus. At the onset of the pandemic, medical students in the midst of the session were suddenly pulled out of their studies and same for 3rd and 4th years medical students clerkships were abruptly pulled out of clinical care. Faculty scrambled to adjust learning experiences by switching to online cases and remote activities to prepare students for required exams and to build clinical reasoning skills without the face to face patient encounter. In such a situation, where educational institutions across the country have been closed, both teaching and learning have affected millions of students. As per the orders from the.Government, Universities the colleges have started offering online classes to students. The objective of these online classes is to make sure that students do not lose out on any teaching and learning activities during the lockdown. This paper examines the impact of lockdown on students of medical institutions, the challenges they are facing due to lockdown.

Re-approximated: a Medical Student's Reflection on the Surgical Approach to Cancer Treatment.

Medical school clerkship offers third year medical students multiple opportunities to acquire clinical experience through real patient interactions and integration into the healthcare teams of different specialities. As part of the general surgery rotation, medical students are invited to scrub in to assist with surgeries-a chance to simultaneously gain medical knowledge while developing technical skills. They learn that there is a possibility of inflicting harm to the patient at every step of any surgery; from making the first skin incision to tying up the final suture, the importance of staying alert is emphasized until the patient is transferred out of the operating room in stable condition. However, the obligation of a physician to do no harm extends beyond the surgery. In this reflection, a third year medical student discusses her experience during an hours-long Whipple procedure. She reflects on the impact of a cancer diagnosis on a patient's identity and narrative and comments on the necessity of maintaining a balance between offering medical guidance to patients and offering the space for them to express their unique illness experience.

Differences in clerkship development between public and private Brazilian medical schools: an overview

BackgroundAround the world, it is very expensive to become a physician. Although public medical schools are less expensive than private medical schools, tuition fees are charged at public medical schools in the majority of countries. In Brazil, public medical schools, with the exception of municipal schools, are free. There has been little investigation of any differences in conditions offered by paid or free medical schools or what occurs in public and private clerkships in Brazil. We investigated the clerkship conditions offered to the students in both public and private Brazilian medical schools by gathering the opinions of clerkship coordinators and others responsible for clerkships.MethodsA cross-sectional, descriptive, analytical study using an electronic questionnaire was answered by clerkship coordinators to compare the clerkships of 30 public and 38 private Brazilian medical schools from all regions of the country. The questionnaires covered various aspects of the clinical environments, student supervision, faculty development, student assessments, rotation evaluations and extracurricular activities developed by students.ResultsWe observed significant differences between public and private medical schools in several aspects investigated. Based on the opinions of the clerkship coordinators, with the exception of access to university hospitals, which was predominantly offered by public medical schools, private medical schools offer better clerkship conditions. The main differences were related to the number of positions, infrastructure, clinical learning environments, faculty development, student assessments, rotation evaluations and students’ extracurricular activities.ConclusionThis is the first study comparing Brazilian medical clerkships in private and public medical schools and provides a general vision of these programmes. It is necessary to further investigate clerkship development in the Brazilian medical school system and to study the differences between private and public medical schools globally.

Not all who wander are lost: evaluation of the Hull York medical school longitudinal integrated clerkship

ABSTRACT Longitudinal integrated clerkships (LICs) are increasingly available within the United Kingdom, but gaps in knowledge remain regarding their efficacy and the influence of local context. In 2019–20, the Hull York Medical School ran a pilot LIC for 6 fourth-year medical students. This work describes the longitudinal qualitative programme evaluation. LIC students participated in two focus groups, one after four months, and another at the end of the programme. In total, 16 faculty were also interviewed regarding their experiences in developing, implementing and running the LIC. Students’ GP supervisors were difficult to engage in detailed evaluation due to the COVID-19 pandemic, and so were briefly surveyed at the end of the LIC. All data were pooled and analysed together using reflexive thematic analysis. Two major themes were identified: ‘Trajectory of the LIC’, describing the learning curve students and faculty encounter, and ‘Institutional decision making’, describing the need for clarity regarding the programme’s purpose. The programme was largely positively received, but areas for improvement locally, and transferrable recommendations, were identified. Aligning assessment to programme aims is an important area for future development, alongside balancing structured with unstructured time, and supporting students as they navigate a J-shaped learning curve.

Investigating the relationship between self-control and academic performance in medical clerkships of Kashan University of Medical SciencesInvestigating the relationship between self-control and academic performance in medical clerkships of Kashan University of Medical Sciences

Investigating the relationship between self-control and academic performance in medical clerkships of Kashan University of Medical SciencesInvestigating the relationship between self-control and academic performance in medical clerkships of Kashan University of Medical Sciences

Hepatitis A, B and C seropositivity among first-year healthcare students in western Turkey: a seroprevalence study

BackgroundThe risk of viral hepatitis among healthcare students (HCSs) is greater than that among the general population. Therefore, this study was conducted to investigate the seroprevalence of the hepatitis A virus (HAV), hepatitis B virus (HBV) and hepatitis C virus (HCV) among first-year HCSs at a university in Turkey and as a secondary objective, to determine the factors associated with HAV and HBV seropositivity.MethodsThis cross-sectional study was performed in first-year HCSs in Izmir, western Turkey. Data were collected using a self-administered questionnaire including items on sociodemographic characteristics, medical history, and hygiene. A total of 650 HCSs were tested for the HAV, HBV and HCV markers. Categorical variables were compared using the chi-square test. The association between independent variables and anti-HAV seropositivity and anti-HBs seropositivity was assessed by multinomial logistic regression analysis.ResultsThe overall frequency of total anti-HAV seropositivity was 34.9%. HBsAg, total anti-HBc and anti-HBs seropositivity were found in 0.3, 1.2 and 93.7% of samples, respectively. All of the HCSs were negative for anti-HCV. Total anti-HAV seropositivity was found to be 1.73 times higher in those ≥21 years old, and it was 1.61 times higher in those who perceived their economic status to be average and 2.75 times higher in those who perceived their economic status to be low. Total anti-HAV seropositivity was found to be 4.37 times higher in those who lived in provinces with intermediate human development index levels. Total anti-HBs seropositivity was found to be 2.48 times higher in those ≤20 years old, and it was 2.13 times higher in those who perceived their economic status to be average.ConclusionsApproximately two out of three HCSs were susceptible to HAV infection. Since HCSs are at high risk for HAV infection, they should be vaccinated before medical clerkships begin. Our results indicate that there is a high prevalence of anti-HBs seropositivity among HCSs. This result may be largely attributed to the implementation of a successful vaccination program in Turkey since 1998.

Evaluation of integrated modular teaching in Chinese ophthalmology trainee courses

BackgroundBefore attending ophthalmology trainee courses in Zhongshan Ophthalmic Centre, the medical students from Sun Yat-sen University had finished two years of premedical education after the six-year medical courses including basic medical courses, clinical medical courses, clerkship, and research training in medical college. Integrated modular teaching using different problem-based teaching methods in ophthalmology was designed by the teaching steering committee of Zhongshan Ophthalmic Centre. This study aimed to evaluate the effectiveness and satisfaction scales of the integrated modular teaching among the trainee students.MethodsA total of 100 medical students attending ophthalmology trainee courses in Zhongshan Ophthalmic Centre were enrolled and randomly allocated into 4 groups according to the teaching arrangement. The trainee courses consisted of several sessions delivered in multiple methods, such as “flipped classroom” session and team-based learning session. The pre- and post-class tests were delivered to evaluate the effectiveness of the integrated modular teaching. The satisfaction survey questionnaire was collected from all participants to investigate the degree of satisfaction.ResultsCompared with the first-day-test score, the total last-day-test score was significantly improved by a paired t-test (t = 3.288, P = 0.001). Nineteen students obtained a significant improvement in ranking increased by more than 10 in the last-day-test, whereas they failed to obtain a higher average score for daily performance than other students (t = 0.469, P = 0.654). According to the participant satisfaction questionnaires, these innovative teaching methods were considered as effective and satisfactory.ConclusionsIntegrated modular teaching in ophthalmology trainee courses is effective and appreciated by the medical college students.

COVID-19: Neurology Instructors Rethink Medical Clerkship Training as Clinical Rotations Are on Pause

COVID-19: Neurology Instructors Rethink Medical Clerkship Training as Clinical Rotations Are on Pause

The Use of Hybrid Lumbar Puncture Simulation to Teach Entrustable Professional Activities During a Medical Student Neurology Clerkship

The Use of Hybrid Lumbar Puncture Simulation to Teach Entrustable Professional Activities During a Medical Student Neurology Clerkship

Applying integrated video assisted learning approaches for medical clerkship - potential adaptations in the post-COVID-19 era.

Lockdowns and social distancing measures due to the ongoing COVID-19 pandemic have forced the delivery and assessment of educational material to be performed via online and virtual educational tools. Such disruption has greatly affected hands-on training programs essential to acquire clinical competencies, particularly modes requiring physical patient encounters. While most educational content has successfully been shifted to predominantly web-conferencing platforms, the essential clinical teaching at affiliated hospitals for undergraduate medicine clerkship years has been severely disrupted due to barring of students from hospital premises to minimise spread of COVID-19, presenting a problem requiring unique solutions to ensure that quality of education and subsequent healthcare is kept sufficiently high. To this degree, technological advances increasingly present several elegant solutions which may provide the required levels of educational delivery. In this article, we briefly discuss the number of options that could be deployed to aid in acquisition of requisite skills during the clerkship years, with a focus on wearable technologies and video recording/broadcasting. Given the ongoing pandemic, application of technological advances could provide, with some global coordination, the medical education community with numerous proactive solutions rather than just educational luxuries or novelties.