We aimed to determine whether it was feasible to assess medical students as they completed a virtual sub-internship. Six students (out of 31 who completed an in-person sub-internship) participated in a 2-week virtual sub-internship, caring for patients remotely. Residents and attendings assessed those 6 students in 15 domains using the same assessment measures from the in-person sub-internship. Raters marked “unable to assess” in 75/390 responses (19%) for the virtual sub-internship versus 88/3,405 (2.6%) for the in-person sub-internship (P=0.01), most frequently for the virtual sub-internship in the domains of the physical examination (21, 81%), rapport with patients (18, 69%), and compassion (11, 42%). Students received complete assessments in most areas. Scores were higher for the in-person than the virtual sub-internship (4.67 vs. 4.45, P<0.01) for students who completed both. Students uniformly rated the virtual clerkship positively. Students can be assessed in many domains in the context of a virtual sub-internship.

中文翻译：

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在美国进行虚拟子实习的医学生临床表现评估的可行性。

我们的目的是确定在医学生完成虚拟实习后对其进行评估是否可行。6 名学生（在 31 人中完成了面对面的子实习）参加了为期 2 周的虚拟子实习，远程照顾患者。住院医师和参加者使用与面对面子实习相同的评估措施对 15 个领域的这 6 名学生进行了评估。对于虚拟子实习，评分者在 75/390 (19%) 的回复中标记为“无法评估”，而对于面对面的子实习，评分者为 88/3,405 (2.6%)（P=0.01），最常见的是虚拟子实习- 在体检领域实习 (21, 81%)、与患者融洽相处 (18, 69%) 和同情心 (11, 42%)。学生在大多数领域都接受了完整的评估。面对面实习的分数高于虚拟子实习（4.67 对 4.45，P < 0。01) 适用于同时完成两项课程的学生。学生们一致对虚拟书记员给予积极评价。在虚拟子实习的背景下，学生可以在许多领域进行评估。