When planning clinical skills training, start with what learners need to do. Knowledge preparation, physical rehearsal, feedback and workplace assessment are different activities, even when they sit within one programme.

Use online preparation deliberately

Online material can provide knowledge preparation and a resource to revisit. Check access, support and how understanding will be explored. A recorded completion or quiz result should be read for what it measures; it does not by itself document performance of a clinical skill.

Plan physical practice and feedback

Specify the practical activity, equipment and supervision required. Delivery format and learning activity are not the same thing: a remotely facilitated session may still involve physical simulation. The important questions are what the learner practises, what the trainer can observe and how feedback is given.

Keep workplace assessment visible

Agree how the learning connects to the organisation’s supervised practice and assessment process. Record completion, practice and assessment distinctly, with the final clinical competency decision owned by the employer, supervisor or clinical organisation.

Review the whole arrangement

Consider staff availability, equipment, trainer support and the evidence needed at each stage. Ask how the proposed arrangement will be evaluated in your setting, rather than assuming one delivery format always produces better results.

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