Table 4. Priorities and adaptations in medical education during COVID-19.

Priority	Suggested adaptations
High Priority Final year clinical examinations Final year written examinations Final year clinical teaching on wards/clinics Final year high fidelity simulation of complex cases e.g. intensive care, acute care Clinical teaching and examination in other years	Change written examination format to viva or computerised adaptive testing which can be done online or opportunistic delivery using multiple venues. Opportunistic clinical examination delivery with strict infection control measures Change clinics to virtual clinics (See Table. 3) with real case scenarios of that clinic session and incorporate clinical tasks e.g. history taking, clinical assessment and counselling. Describe and demonstrate procedures and examinations
Normal priority	Active adaptation to online learning, resume face to face when able (subject to national policy, community activity restriction and infection risk). Schedule courses most amenable to online learning e.g. anatomy, biochemistry, radiology etc. first over clinical courses in peak and post peak pandemic periodContinue simulated patient teaching and preclinical teaching and use of cadavers in small groups with infection control and social distancing when amenable
Low priority Asynchronous courses with established online format Community/ service learning e.g. attachment with community non-governmental organisations, home visits.	Use programmatic approach and self-directed learning for established asynchronous online courses Postpone community visits. When visits can resume, distribute experiences between student groups and use presentations and sharing to enhance learning and reflection. Build a library of online interviews with non-governmental organisations and patient interviews