Dear Editor:

The recent innovation proposed by Boten et al. recognizes the role of video-based teaching in medical education and has given evidence-informed implications of using such remote and synchronous learning techniques to improve learning and understanding of clinical procedures such as abdomen examination [1]. Endorsing the views provided in the article, this letter further extends into how such video-based teaching could be incorporated into medical curricula to teach and learn clinical procedures.

In medical schools, clinical skills and patient encounters often take place during rotational clinical postings. Students learn, interact, and observe different procedures taught during that short duration. But this method may not offer comprehensive teaching of all procedures to all groups as it is subject to the availability of patients, schedule of surgery, or other minor procedures. Also, it cannot be guaranteed that all students in the posting will get the opportunity to observe and learn the procedures clearly. This can be affected by many factors such as limited entry to the operation theatres, prevention of overcrowding near the patient, and very common issues like missing out on certain important steps of surgery that cannot be redone on live patients or the differences in visualization between students who stand next to the treating physician or surgeon and those who stand behind. This is also emphasized in the article, indicating “first-person perspective” is perceived as most useful among students. Thus, to leverage this challenge, the use of video-based teaching in synchronous and asynchronous modes could be adopted.

Video-based teaching using the camera in the “first-person perspective” position with flexible synchronous and asynchronous choices can improve the learning and understanding of clinical procedures while in a particular posting as well as during rotation. This enhanced immersion into realistic learning helps in clear visualization of procedure details and quick grasp of techniques thereby improving retention through repeated view. Thus, the benefits of using this self-paced learning opportunity to create a safe environment for skill practice and refinement is recommended for better learning and performance of students. Furthermore, this method does not require a great deal of technology. As stated in the article, using smartphones to record, save, and upload in the institutional learning management system can be practised.