LAUSR

hands-on practice to boost confidence, as well as the opportunity to gain peer feedback on technique. Therefore, we would encourage more student societies to run similar longitudinal schemes, and to facilitate virtual learning by encouraging the use of household objects to practice skills when clinical environments are inaccessible. In addition to practicing physical skills, we feel that Prashar et al’s suggestion of reflective case discussions can be effectively implemented through Balint Groups, which were formalised into our curriculum. The Balint group involves a presentation of an interesting case or interaction to stimulate a group discussion focusing on both factual and emotive learning points. The groups provide a safe space to openly discuss fears, mistakes, and learn from fellow students on how to successfully approach difficult scenarios. Indeed, research has shown that clinical skill errors are a major source of student anxiety (Sarikaya et al. 2006), and that Balint groups helped reassure students that these concerns are widespread, thus making them feel less isolated and less anxious in themselves (Benson and Magraith 2005). Thus, these sessions can improve clinical confidence, empathy, and patient-centricity, whilst also reducing burnout (Salter et al. 2020). Advantages of Balint groups are that they may be run virtually and, in keeping with Tip 6, be faculty-led to facilitate gathering of placement feedback. In summary, we would like to thank Prashar et al. for their tips, and hope our insights can also be of benefit to students both during this pandemic and beyond. Disclosure statement