The unprecedented upheaval generated by the COVID-19 pandemic has given many the opportunity for reflection. For medical students and educators, although disruptive, this pandemic has necessitated contemplation on our clinical training and how it is delivered. Medical education, and the practice of such, is reliant on a dynamic and adaptive curriculum. Various traditional pedagogical approaches are protected within medical education, including lecture-based curricula delivered through a teacher-centred model. This particular approach can manifest as a culture within an organisation or discipline which is disinclined to embrace new and emerging practices and technologies1 . More recently attention has focused on expediting the preclinical phase of medical training and moving students toward the clinical environment as early as possible2 . The pandemic has forced certain changes in the form of almost exclusive online and nonface-to-face training, and surreptitiously might offer an opportunity to examine and revise the educational process.
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