I am a senior medical student at Norwich Medical School in the UK. Currently, I am undertaking a master’s degree in Clinical Education before I begin my final year of medical school in September. This year I have worked to reduce OSCE-associated stress among first-year MBBS students, and I am conducting a systematic review to evaluate the impact of near-peer teaching among senior medical students. I have a keen interest in medical education and have led or facilitated a range of educational events during the pandemic and subsequent lockdowns including working as a PBL facilitator. This experience has provided several insights into online learning, especially with undergraduate medical students. Therefore, when Coiado et al. shared their article on online PBL I felt qualified to reply and share my experiences.