Providing Feedback for Learners in Virtual Visits Using a Standardized Direct Observation Assessment Form.

Area of Science:

• Medical Education
• Primary Care
• Digital Health

Background:

• The COVID-19 pandemic accelerated the adoption of virtual visits in primary care.
• Physicians require effective methods for supervising medical learners during virtual patient encounters.
• Standardized direct supervision and assessment are crucial, even in remote settings.

Purpose of the Study:

• To develop a novel direct observation assessment form for supervising learners in virtual primary care settings.
• To facilitate structured feedback for residents and supervisors engaged in telehealth.

Main Methods:

• Information was synthesized from the College of Family Physicians of Canada and other rapid COVID-19 pandemic resources.
• A direct observation assessment form was created based on evolving best practices.
• The form underwent internal peer review and was distributed across provincial academic sites.

Main Results:

• A standardized virtual visit direct observation assessment form was developed and implemented.
• The form assesses key competencies and detailed skills essential for effective virtual patient care.
• It provides a structured approach to evaluating learner performance in telehealth.

Conclusions:

• Direct supervision and assessment of residents in virtual settings remain a priority in academic medicine.
• The virtual supervision assessment form serves as a valuable tool for assessment, feedback, and learning.
• This form supports the integration of virtual care into primary care education and practice.