An online case-based teaching and assessment program on clinical history-taking skills and reasoning using simulated patients in response to the COVID-19 pandemic

Table 2 The original CMS module learning outcomes and the online program learning outcomes

CMS module learning outcomes
Original CMS Learning Outcomes	Online program learning outcomes
Obtain a complete and accurate patient-centred history for common respiratory, cardiac, gastrointestinal, neurological, genitourinary, vascular, abdominal, and endocrine related presentations.	✓
Perform an appropriate systems-based physical examination of a patient for common respiratory, cardiac, gastrointestinal, neurological, genitourinary, vascular, abdominal, and endocrine related presentations.	✕
Summarise and interpret the findings obtained from the history and physical examination	✓ (omission of physical examination components)
List the differential diagnoses for common medical and surgical presentations.	✓
Outline the initial investigations for common medical and surgical presentations.	✓
Outline a management plan for common medical and surgical presentations.	✓
Demonstrate interviewing techniques that enhance motivation to change health risk behaviours	✕
Recognize the importance of multidisciplinary team management for patient care	✕

The CMS module learning outcomes and online program learning outcomes. ✓ = included, ✕ = not included. Motivational interviewing to change health risk behaviours was not included in the online program because of the short duration of time available to pivot online and the limitations of the available resources, as well as the time required to develop this complex skill. In addition, this particular learning outcome has never been assessed formally in the IC3 longcase. In a standard longcase examintion the student would not be able to carry out a motivational interviewing session on a health risk behaviour within the allocated time. Such a complex skill requires time, a hollistic approach and rapport with the patient. In reality, physicians engage in this type of consultation on multiple occasions and for longer durations. To do so in such a timely manner would be beyond the level expected of a third year medical student. This component of the CMS module was deferred until face-to-face teaching recommenced

ISSN: 1472-6920