Academic outcomes of a community-based longitudinal integrated clerkships program

Latessa, Robyn; Beaty, Norma; Royal, Kenneth D.; Colvin, Gaye; Pathman, Donald E.; Heck, Jeffery E.

doi:10.3109/0142159x.2015.1009020

Cited by 28 publications

(11 citation statements)

References 25 publications

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“…27 There is contemporary debate as to where the true value of LICs is derived from. Many suggestions have been made as to possible sources of value within an LIC and benefits have been reported for participating students, 3,11,[26][27][28][29][30][31][32][33][34][35][36][37][38][39] tutors, 3,31,[39][40][41][42][43][44] organisations, 31,41,45,46 patie nts, 4,31,34,[47][48][49] and the communities 3,9,15,16,21,31,50,51 in which LICs operate (summarised in Figure 3). These benefits may be a motivating factor in an institution deciding to develop an LIC.…”

Section: Developing An Licmentioning

confidence: 99%

A Narrative Literature Review Considering the Development and Implementation of Longitudinal Integrated Clerkships, Including a Practical Guide for Application

Brown

Anderson

Finn

2019

Journal of Medical Education and Curricular Development

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Hailed by supporters as the answer to many challenges facing medical schools and the wider health care system, longitudinal integrated clerkships (LICs) offer a practical and sustainable alternative to more traditional block rotational models. Given this, their popularity as a curricular measure is increasing, although such clerkships remain relatively novel within the United Kingdom. This narrative literature review of international work provides a comprehensive introduction to developing and implementing LICs within medical education. This review generates a practical guide for medical educators with a focus on the development and implementation of LICs within the United Kingdom, on which there is little work. Using illustrated examples and with reference to contemporary literature, it outlines the rationale for considering an LIC within a curriculum, the different types of LIC, barriers and enabling factors to LIC implementation and considers the contemporary application of LIC models within the United Kingdom. The practical guide details key questions educators must consider when developing and implementing an LIC, particularly within the landscape of UK medical education.

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Section: Developing An Licmentioning

confidence: 99%

A Narrative Literature Review Considering the Development and Implementation of Longitudinal Integrated Clerkships, Including a Practical Guide for Application

Brown

Anderson

Finn

2019

Journal of Medical Education and Curricular Development

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“…This continuity facilitates the student gradually taking on increased responsibility over the duration of the placement-a factor that is instrumental in the development of professional identity [15]. Longitudinal integrated clerkships have been shown to be at least equivalent to traditional block rotations, internationally, in terms of examination results [16]. There is some evidence that longitudinal integrated clerkships in general practice/ family medicine appear to promote and maintain primary care career interest in medical students during and after medical school [12].…”

Section: Medical Students Have Continuing Learning Relationshipsmentioning

confidence: 99%

Career destinations of graduates from a medical school with an 18-week longitudinal integrated clerkship in general practice: a survey of alumni 6 to 8 years after graduation

et al. 2020

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Background There is a worldwide recruitment and retention crisis in general practice. Workforce planning has identified the need to train more general practitioners as an urgent priority. Exposure of medical students to general practice as part of the formal and hidden curriculum, the use of longitudinal integrated clerkships, and positive experiences and role models in general practice are all thought to be contributing factors to doctors choosing careers in general practice. Aim The aim of this study was to identify career destinations of medical school graduates in a medical school with an 18-week longitudinal integrated clerkship in general practice. Design and setting This study was conducted in a single graduate entry medical school at the University of Limerick, Ireland. Participants Medical school alumni 6–8 years after graduation. Method A survey of graduating cohorts of the medical school from 2011 to 2013 was conducted through email and telephone. Results There were a total of 175 alumni for the period 2011 to 2013. Data was collected on 92% (161/175) through an online survey, follow-up email and telephone interview, and was triangulated with searches of professional registration databases and information from key informants. Between 6 and 8 years after graduation, a total of 43% of alumni were engaged in general practice as a career. Conclusion The reform of the delivery of general practice within medical school curricula should be considered by medical schools, curriculum designers and policy-makers as part of an overall strategy to address the recruitment and retention of general practitioners as part of the global healthcare workforce.

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“…Longitudinal Integrated Clerkships (LICs) have proven to provide effective learning environments for late-stage medical students Latessa et al, 2015;Norris, Schaad, DeWitt, Ogur, & Hunt, 2009) particularly in rural settings (Birden & Wilson, 2012;Van Schalkwyk, Bezuidenhout, & De Villiers, 2015;Walters, Prideaux, Worley, & Greenhill, 2011). LICs extend the apprenticeship model of medical education, the continuity of care and longitudinal experience with patients providing learning advantages through the LIC model, along with more direct mentoring, and experience working in teams (Couper, Worley, Strasser, & Strasser, 2011).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of a rural longitudinal integrated clerkship in preparing medical students for internship

2015

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Background: We interviewed graduates from the first two cohorts of a postgraduate medical program that had a senior year longitudinal integrated clerkship (LIC) in a practice setting in rural New South Wales, Australia to determine how well their training prepared them to be junior doctors (3-4 years after graduation), and what aspects of that training they thought were particularly useful. Methods: In-depth interviews. Results: Fourteen junior doctors were interviewed. Participants reported feeling well prepared in ability to develop close relationships with clinical supervisors, good clinical and procedural skills, ability to work autonomously and work in teams, knowledge of health systems, ability to ensure self-care, and professionalism. Consensus view was that a rural placement was an excellent way to learn medicine for a variety of reasons including relationships with clinicians, less competition for access to patients, and opportunities to extend their clinical skills and act up to intern level. Conclusion: The advantages we found in the training these junior doctors received which prepared them well for internship were integral both to the longitudinal, unstructured placement, and to the fact that it was carried out in a rural area. The two aspects of these placements appear to act synergistically, reinforcing the learning experience.

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Academic outcomes of a community-based longitudinal integrated clerkships program

Cited by 28 publications

References 25 publications

A Narrative Literature Review Considering the Development and Implementation of Longitudinal Integrated Clerkships, Including a Practical Guide for Application

A Narrative Literature Review Considering the Development and Implementation of Longitudinal Integrated Clerkships, Including a Practical Guide for Application

Career destinations of graduates from a medical school with an 18-week longitudinal integrated clerkship in general practice: a survey of alumni 6 to 8 years after graduation

Effectiveness of a rural longitudinal integrated clerkship in preparing medical students for internship

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