5934 Understanding medical student opinions on virtual paediatrics subspecialty teaching

Objectives The University Paediatrics Society has historically provided extra teaching for medical students. Feedback identified a desire for sessions on a broader range of topics consistently throughout the year. In response, a subspecialty teaching programme was created. This abstract describes the lessons learned that will be used to optimise and improve the programme in future years. Methods 14 final-year medical students delivered talks on a paediatrics subspecialty. The structure included case-based approaches, short answer questions, multiple-choice questions and summary slides. 14 sessions of up to 1 hour were delivered over 6 months. The topics were: cardiology, endocrinology, gastroenterology, genetics and syndromes, non-malignant haematology, immunology, infectious diseases, jaundice, neurodevelopment, neurology, psychiatry, respiratory (two sessions) and rheumatology. Post-session questionnaires asked about: Usefulness of the talk (extremely, very, somewhat, slightly, or not useful at all)? Level of the talk (just right, too complicated, or too basic)? Do you feel more confident about the topics covered today (yes, no, or unsure)? What was the most and least valuable part of this lecture (free text)? How could the lectures be improved (free text)? Results The form received 75 responses out of 187 Zoom student attendees. 58.7% found the talks extremely useful and 32% found them very useful. 96% thought the level was just right. 97.3% felt more confident after the talk. Analysis of free text for valuable aspects identified the following themes. Theme 1: method of information delivery. The most appreciated method was the case-based approach. Others were tables, flow diagrams and videos to demonstrate clinical signs. Theme 2: content. Students found focusing on important differentials most useful, as well as developing a differential diagnosis, how to discriminate between differentials and red flags. Theme 3: structure. Students wanted clear slides, summaries and keeping timing. Theme 4: audience interaction. Students most frequently commented on the usefulness of regular questions, engaging the audience and prompt responses to queries. Thematic analysis of the least valuable aspects and suggestions for improvement were firstly about interaction. Students requested more questions in varied formats. Secondly, they mentioned structure and content. Suggestions were to avoid unnecessary information in slides, avoid conditions that overlap with adult medicine, speak more slowly, and read direct messages to speakers out loud to contribute to collective learning. Conclusion Overall, these results highlight key areas of achievement and improvement to be implemented in the subsequent cycles of this scheme, particularly focusing on interaction and case-based approaches.