Background: Essential interpersonal skills, such as teamwork and communication, are increasingly emphasised in the curricula of various health professions' programmes. A push towards virtual learning has gained traction following COVID-19 online learning; however, the implications of this modality on the aforementioned skills remain unclear.
Approach: Medical, physician assistant, physical therapy and occupational therapy students engaged in a four-part educational intervention aimed at promoting interprofessional teamwork, communication and role knowledge during an anatomy course taught in-person in 2019 and virtually in 2020. Students' perceptions of the intervention were explored through focus groups following each of these educational interventions using inductive coding.
Evaluation: A comparison of focus group and survey data collected in both years demonstrated less effective communication and teamwork. With respect to communication and teamwork in a virtual learning setting, the following subthemes were identified: Challenges ascribed to the virtual learning format, Feeling of missing out on in-person experiences, Less engagement and accountability, Lack of bonding and teamwork, Feeling uncomfortable, as well as Added difficulty regarding Conversing, Ensuring inclusivity, Hesitation and Inadvertently domineering discussions. Communication challenges stemming from the virtual learning format were identified as the primary hindrance.
Implications: Therefore, virtual learning may be less effective than in-person with respect to cultivating communication and teamwork skills. In our context, and based on the evaluation, we have decided to assess the utility of virtual interactive sessions in the context of other activities in the curriculum to ensure in-person opportunities are available for students to cultivate the necessary communication and teamwork skills.
© 2022 The Authors. The Clinical Teacher published by Association for the Study of Medical Education and John Wiley & Sons Ltd.