A scaffolded structured approach for efficient transition to online small-group teaching.

Responding to social distancing guidelines, small-group teachers in the University of British Columbia's Undergraduate Medical Program were required to transition from face-to-face small-group teaching to a synchronous, online format within days. To do this effectively, teachers needed to simultaneously master new technological skills, respond to altered group dynamics and ensure that learning objectives were met. In the context of a Distributed Medical Education program, this was a daunting task, with approximately 125 faculty teaching 576 learners across small-group contexts at four sites making the transition simultaneously.