An example of adaptation: experience of virtual clinical skills circuits of internal medicine students at the Faculty of Medicine, University of Granada (Spain) during the COVID-19 pandemic

Figures & data

Figure 1. Student evaluations of innovative aspects of the works presented (Originality).

Table 1. Headings for assessment of clinical skills circuits

Group
			1	2	3	4	5	6	7	8	9	10
1	Mitral stenosis
2	COPD
3	Level of consciousness
4	Syncope
5	Jaundice
6	COPD spirometry
7	Atrial fibrillation
8	Altered gas exchange
9	Malnutrition
10	Anemia syndrome

Maximum score: 6; Minimum score: 1

Marking criteria

1. Originality

2. Correct approach

3. Adequate presentation

4. Adaptation to the time allotted

5. Usefulness of the presentation

Figure 2. Student evaluations of appropriateness of content to the objectives of clinical skills circuits (Correct approach).

Figure 3. Student evaluations of communication techniques used in presentations (linear presentation, non-linear, stage acting, etc.) (Adequate presentation).

Figure 4. Student evaluation of effective use of time allotted for presentation and discussion (Adaptation to time allotted).

Figure 5. Student evaluation of impact of presentation on future clinical and health-care practices (Practical usefulness of the presentation content).