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<\/strong>In Part 1 of this 2-part post, Professor Raj Ariyaratnam, Chair in Dental Education and Global Oral Health, and Dr Eleni Deligianni, Clinical Lecturer in Oral Medicine, from the Division of Dentistry, School of Medical Sciences, share how “I am your patient today” – an online, synchronous, clinical teaching programme which began as a strategy to continue the provision of essential clinical learning experience for students during lockdown – is being taken forward within a blended environment.<\/p>\n\u00a0<\/strong><\/p>\n Raj and Eleni presented this work at the ADEE<\/a> (Association of Dental European Education) annual conference 2021.<\/strong><\/p>\n The teaching of Oral Medicine in the University of Manchester expands over the final three years of the 5-year BDS Dentistry\u00a0<\/strong>programme. At year 4, the students will see suitable pre-triaged patients in clinical settings and take a full history and examination before presenting the cases to the tutor to discuss possible diagnosis, differential diagnosis, and management. So the clinic-centred study sessions are the vital part of their learning experience.<\/p>\n Though online teaching and distant learning has been in practice for many years, during the COVID-19 lockdown restrictions it was very challenging for clinical disciplines like Dentistry and Medicine to replace clinic-based teaching and learning experiences. In an effort to maintain an uninterrupted high-quality teaching and learning experience we innovated the \u201cZoom clinic\u201d – \u2018I am your patient today\u2019, <\/strong>a synchronous clinical teaching model using the Zoom platform.<\/p>\n The main objectives remained the same as for \u2018real life\u2019 clinical teaching:<\/p>\n Using real GDP\/GMP referral letters, especially selected against set learning objectives, we developed patient focused clinical scenarios which were presented to the students on the Zoom by the tutor. The tutor became the patient for each scenario and, drawing from experience, would enact the patient in a role-play guided session, trying to make the experience as realistic as possible (Part 2 of this post will explore the use of drama in medical education). Clinical examination was replaced by clinical photos provided for each case and again shared digitally. Each session exactly simulated the \u2018in-clinic\u2019 teaching and learning environment.\u00a0\u00a0<\/p>\n Only 4-5 students were timetabled for each session, as in the normal clinical programme. Each cohort of students was following the programme for one day per week over 5 weeks. After each stage of learning the tutor and students would discuss their performance and co-create a holistic management plan to complete the case study. During and at the end of each session team working, self-assessment, peer assessments and tutor feedback were encouraged on Zoom. Programmes were recorded for future asynchronous reference. Once the lockdown lifted, we seamlessly transferred the Zoom clinics to real Face-to-face clinics, and we plan to continue to use this as an additional synchronous teaching and learning tool.<\/p>\n The students’ feedback and summative exam results confirmed the qualitative and quantitative impacts and values, and \u2018I am your patient today\u2019 won the Faculty of Biology, Medicine and Health (FBMH) Pandemic Pedagogy Teaching Award.<\/p>\n All students found that the learning objectives were met, and that this way of teaching was more enjoyable and kept their attention on the subject for longer compared to a traditional teaching seminar, thus enhancing their knowledge and clinical skills. One student commented favourably for this way of teaching but as an additional feature to actual clinical time.<\/p>\n \u201cThis course was brilliant, and I think it should be incorporated into the curriculum to complement the OMED sessions we have in the third year. I thoroughly enjoyed the sessions. Would have loved them to carry on beyond the 4 weeks.\u201d<\/em><\/p>\n \u201cThe sessions were enjoyable and a great substitution to actual clinical exposure which is currently restricted to COVID-19.\u201d<\/em><\/p>\n \u201cThis was one of the best bits of learning we have had this year. The format worked really well on Zoom. If anything, it is sad that we only have 4 sessions of this (it would be great to have a much longer course!)\u201d<\/em><\/p>\n \u201cThought the way it was delivered was brilliant, I really enjoyed the role-playing patient aspect as it made the sessions informal and stimulated questions. I felt confident to speak and ask \u2018silly\u2019 questions to help better my understanding of oral medicine. Our tutor was great for the sessions as the cases shown and the explanation of differential diagnosis was, I felt pitched at an appropriate level which didn\u2019t overwhelm me and helped focus in on the case.\u201d<\/em><\/p>\n \u00a0<\/em><\/p>\n Rogers, H., Sollecito, T.P., Felix, D.H., Yepes, J.F., Williams, M., and D\u2019Ambrosio, J.A., Hodgson, T.A., Prescott-Clements, L., Wray, D., Kerr, A.R. (2011) An international survey in postgraduate training in Oral Medicine. Oral Diseases 17 (Suppl. 1), pp95\u201398.<\/p>\n Kolovou, M. and Kim, N.J. (2020) Effects of implementing an integrative drama-inquiry learning model in a science classroom. The Journal of Educational Research, 113(3), pp 191-203.<\/p>\n Allern, T-H. (2008). A comparative analysis of the relationship between dramaturgy and epistemology in the praxis of Gavin Bolton and Dorothy Heathcote<\/em>. Research in Drama Education, 13(3), pp 321-335.<\/p>\n Ryan, A., Walshe, N., Gaffney, R., Shanks, A., Burgoyne, L., Wiskin C.M. (2010) Using standardized patients to assess communication skills in medical and nursing Students<\/em>, BMC Medical Education, 10(24), pp1-8.<\/p>\n Broder, H.L., Janal, M., Mitnick, D.M., Rodriguez, J.Y., Sischo, L. (2015). Communication Skills in Dental Students: New Data Regarding Retention and Generalization of Training Effects. Journal of Dental Education, 79(8), pp940-948.<\/p>\n De la Croix, A., Rose, C., Wildig, E., and Willson, S. (2011). Arts-based learning in medical education: the students\u2019 perspective. Medical Education, 45, pp 1090\u20131100.<\/p>\n Zahra, F. Smyth and Dunton, K. (2017). Learning to look from different perspectives \u2013 what can dental undergraduates learn from an arts and humanities-based teaching approach? British Dental Journal, 222(3), pp147-150.<\/p>\n Reid-Searl, K.,Levett-Jones, T., Cooper, S., and Happell, B. (2014). The implementation of Mask-Ed: Reflections of academic participants. 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this 2-part post, Professor Raj Ariyaratnam, Chair in Dental Education and Global Oral Health, and Dr Eleni Deligianni, Clinical Lecturer in Oral Medicine, from the Division of Dentistry, School of Medical Sciences, share how “I am your patient today” – an online, synchronous, clinical teaching programme which began as a strategy 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