Table 1

Pros and cons of remote learning techniques for combat medical technicians, medical assistants and Royal Air Force Medic education

Logistical factors
  • Social distancing maintained

  • Reduced time used travelling to deliver/receive training

  • Reduced travel cost burden to unit

  • Reduced environmental impact of unnecessary travel

  • Fewer challenges with audiovisual equipment

  • Fewer administrative hurdles, for example, room bookings

  • Not suited to teaching all elements of clinical care, for example, practical skills

  • Reliant on individuals having their own personal electronic devices and strong internet connection

Continuity of training
  • Deployed CMTs/MAs/RAFMs can be involved in clinical training

  • Reduced impact of essential unit work on clinical training that can be caught up on or attended remotely

  • Trainers are able to teach more frequently and build relationships and rapport with learners allowing tailoring of lessons to their needs

  • May be harder to spot non-verbal cues that a learner needs more support

Training value
  • Better trainer to learner ratios possible as more trainers can engage with training

  • Learners may more readily ask questions on webinar than in full lecture theatre

  • Diverse electronic resources such as quizzes may be used

  • Prerecorded webinars can be studied at a time and pace suited to work schedule and learning needs

  • May be harder to engage distractible learners using teleconferencing

  • More difficult for senior clinicians to validate training if several sessions happening at once via teleconferencing platforms

  • CMTs/MAs/RAFMs, Combat Medical Technicians, Medical Assistants and Royal Air Force Medics.