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One of the most important outcomes expected from clinical teaching is to develop an adequate level of clinical reasoning skills among the students. This largely depends on the efficient retrieval of information from the patients, desirably in a way of direct history taking and physical examination. Communication skills play a vital role to make this activity maximally effective. In any situation when direct contact between student and patient becomes restricted or compromised, a suitable alternative seems appear to be a ‘felt need’ to support the students remain active and engaged in similar kind of learning. During this ongoing pandemic, an online teaching model was devised to teach a group of undergraduate medical students which appeared promising to improve their clinical reasoning (CR) and communication skills (CS). There is scope to make it more effective and to incorporate it into our clinical curriculum as a part of its regular e-learning component. Out of total five weeks of online clinical posting, initial two to three weeks’ time was spent to teach the very basics of the subject such as clinical anatomy, pathophysiology and the most common and most important clinical conditions. This was followed by online history taking sessions where students played the role of both simulated patient as well as student-doctor. The whole session was directly supported and supervised by the instructor who offered constructive feedback at different levels of the session. The method was well-accepted by the students and it improved their confidence and knowledge that they later translated into their real workplace training effectively.

Online Clinical Teaching: A Simple Model to Improve Students’ Communication and Clinical Reasoning Skills on Distance Learning e-Platform