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

This article was migrated. The article was marked as recommended. Background: The COVID-19 pandemic has created a rapid shift in primary care from in-clinic visits to virtual visits. Physicians must adapt to supervising learners in these virtual visits. Multiple factors should be considered prior to a virtual clinic day, including the type of virtual visit, the learner's level of competence, and the patient's characteristics and concerns. Although the approach to supervision of virtual visits may vary, direct supervision and assessment should still continue in a standardized and effective manner. Aim: We have created a novel virtual visit direct observation assessment form to facilitate feedback when physicians are supervising learners in virtual care. Methods: We gathered and reviewed information from the College of Family Physicians of Canada and other resources that were rapidly disseminated during the COVID-19 pandemic to create a direct observation assessment form based on evolving best practice. We conducted an internal peer-review process at our institution for the direct observation assessment form. We then distributed the form across our provincial academic sites for use. Results: The authors present a standardized virtual visit direct observation assessment form for use when supervising learners. This form assesses important skills for effective patient care in a virtual setting. The criteria consist of general competencies and corresponding detailed skills. Conclusion: As primary care incorporates more virtual visits, direct supervision and assessment of residents must remain a priority for academic medicine. The virtual supervision assessment form can be used as an assessment modality, a springboard for feedback, and a learning tool for residents and supervisors as they provide care in an increasingly virtual environment.