LAUSR

ABSTRACT The impact of the COVID-19 pandemic required Higher Educational Institutions to redesign and implement new ways of delivering core-learning outcomes for medical students. Much of this change resulted in a transition to virtual teaching across medical schools. Medical education in primary care is often delivered as part of GP-facilitated small group teaching and with this came unique challenges for the transition to online education. Transition to virtual small group teaching utilised blended learning and flipped classroom methodologies alongside the use of virtual teaching platforms. This quality improvement project describes the educational approaches used when transitioning medical education, and compares student experience from receiving small group teaching using face-to-face and virtual teaching methods before and during the COVID-19 pandemic, respectively. Analysis of student feedback found an ongoing delivery of high-quality primary care education using virtual small group teaching, and that there was no attrition in student experience when compared to face-to-face teaching delivered before COVID-19 for the same learning outcomes. These findings are reassuring and suggest that the transition to virtual small group teaching, using methods such as flipped classrooms and blended learning, enables continued and sustained delivery of high-quality education and student experiences in primary care.