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Impact of virtual education from the eyes of current medical students
  1. Kassem Kassem1,
  2. Fariha Chowdhury1,
  3. Ana Manzar2
  1. 1Queen Mary University of London Barts and The London School of Medicine and Dentistry, London, UK
  2. 2St George's University of London, London, UK
  1. Correspondence to Kassem Kassem, Queen Mary University of London Barts and The London School of Medicine and Dentistry, London E1 2AD, UK; kassemshawki{at}hotmail.com

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We would like to thank Ding1 and Enoch2 for their discussions on changes in medical education during the COVID-19 pandemic, and the continued transition to virtual learning. As current medical students, we feel we can provide some first-hand insight into how this transition has affected us and our learning.

The duties of a doctor registered with the GMC include ‘developing and maintaining your professional performance’, this includes keeping your professional knowledge up to date and continuing your education outside of medical school.3 Consequently, knowing how to learn independently is a skill that is important for future doctors to uphold, however, is one which most who have experienced structured curriculum teaching since early childhood may struggle with. It is true that most medical students are considered academically capable, but independent learning (as opposed to study) is not a matter of academic ability, it is rather an exercise in self-assessment/evaluation and the ability to prioritise information according to its importance. As doctors, this is a skill we will inevitably be required to demonstrate, therefore, such development will facilitate the transition from medical student to junior doctor and beyond.

How does this relate to virtual …

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Footnotes

  • Contributors KK is responsible for researching articles and collecting opinions from my peers, and seniors whilst writing this letter to the editor. AM and FC are responsible for reiterating and supporting the arguments made, consolidating references used and revising the paper for any grammatical errors or mistakes. We have collated our opinions throughout our experiences with virtual teaching during this term to form a supporting argument with the authors we are responding to and adding suggestions of improvements from our experiences and supporting articles which we have found by searching through the literature.

  • Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

  • Competing interests None declared.

  • Provenance and peer review Not commissioned; internally peer reviewed.

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