Dundee’s Longitudinal Integrated Clerkship: drivers, implementation and early evaluation

Bartlett, M. D.; Dowell, Jon; Graham, Fiona; Knight, Kara; Law, Susan; Lockwood, P.; Muir, Fiona; Robson, Jean; Watson, Emma

doi:10.1080/14739879.2018.1564889

Cited by 29 publications

(123 citation statements)

References 16 publications

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“…The need for local champions has been identified [49][50][51], particularly to work with colleagues in the setting which is not a student's main clinical base (secondary care for those who are based in primary care, and vice versa). This role promotes the LIC and disseminates information amongst clinicians who do not have a formal educational role but who will encounter students as they co-provide care for patients.…”

Section: Guideline 2: Clearly Articulate and Manage Learning Outcomesmentioning

confidence: 99%

“…Couper et al [49] comment that this variation between sites is appropriate, that different sites are suited to different students and that matching students to sites is important, although there is no guidance about how this might be done. To achieve sustainability, there needs to be flexibility within a LIC program so that it can be adapted to work in distributed sites with different characteristics [49,51] and to make best use of the site's strengths [28].…”

Section: Guideline 4: Promote Communities Of Practice In Which Studenmentioning

confidence: 99%

“…It is necessary to recruit excellent and committed clinical teachers to any clinical educational program and then retain them. However, there is a specific chal-lenge in doing so in the settings in which LICs often exist, where workforce shortages have been a driver for their establishment and where resourcing teaching in terms of extra clinical staff is difficult [51,[66][67][68].…”

Section: Guideline 6: Develop Strategies To Recruit and Retain Skillementioning

confidence: 99%

“…Clinical teachers are likely to have experienced tensions between service delivery and teaching, which is often a barrier to teaching. There is convincing evidence that these tensions may be reduced in LICs as students contribute to patient care and the longitudinal relationships between teachers and students are satisfying to both [1,33,51,66,69]. This information can be used in recruitment activities.…”

Section: Guideline 6: Develop Strategies To Recruit and Retain Skillementioning

confidence: 99%

“…Another challenge for clinical teachers in a LIC program is the burden of responsibility arising from their perceived sole responsibility for students' learning in a particular discipline [66], in general [70], or in a primary care base [51]. This can be reduced by ongoing communication between central faculty and clinical teachers and an emphasis on the role of the communities of practice in which the students are learning.…”

Section: Guideline 6: Develop Strategies To Recruit and Retain Skillementioning

confidence: 99%

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The do’s, don’ts and don’t knows of establishing a sustainable longitudinal integrated clerkship

Bartlett¹,

Couper²,

Poncelet³

et al. 2020

Perspect Med Educ

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Introduction The longitudinal integrated clerkship is a model of clinical medical education that is increasingly employed by medical schools around the world. These guidelines are a result of a narrative review of the literature which considered the question of how to maximize the sustainability of a new longitudinal integrated clerkship program. Method All four authors have practical experience of establishing longitudinal integrated clerkship programs. Each author individually constructed their Do's, Don'ts and Don't Knows and the literature that underpinned them. The lists were compiled and revised in discussion and a final set of guidelines was agreed. A statement of the strength of the evidence is included for each guideline. Results The final set of 18 Do's, Don'ts and Don't Knows is presented with an appraisal of the evidence for each one. Conclusion Implementing a longitudinal integrated clerkship is a complex process requiring the involvement of a wide group of stakeholders in both hospi

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Section: Guideline 2: Clearly Articulate and Manage Learning Outcomesmentioning

confidence: 99%

Section: Guideline 4: Promote Communities Of Practice In Which Studenmentioning

confidence: 99%

Section: Guideline 6: Develop Strategies To Recruit and Retain Skillementioning

confidence: 99%

Section: Guideline 6: Develop Strategies To Recruit and Retain Skillementioning

confidence: 99%

Section: Guideline 6: Develop Strategies To Recruit and Retain Skillementioning

confidence: 99%

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The do’s, don’ts and don’t knows of establishing a sustainable longitudinal integrated clerkship

Bartlett¹,

Couper²,

Poncelet³

et al. 2020

Perspect Med Educ

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A comparative study of the effect of the Time for Dementia programme on medical students

Banerjee

Jones

Wright

et al. 2021

Int J Geriat Psychiatry

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Background Traditional healthcare education typically focuses on short block clinical placements based on acute care, investigations and technical aspects of diagnosis and treatment. It may therefore fail to build the understanding, compassion and person‐centred empathy needed to help those with long‐term conditions, like dementia. Time for Dementia was developed to address this. Method Parallel group comparison of two cohorts of UK medical students from universities, one participating in Time for Dementia (intervention group) and one not (control group). In Time for Dementia students visit a person with dementia and their family in pairs for 2 hours three times a year for 2 years, the control group received their normal curriculum. Results In an adjusted multilevel model (intervention group n = 274, control n = 112), there was strong evidence supporting improvements for Time for Dementia participants in: total Approaches to Dementia Questionnaire score (coefficient: 2.19, p = 0.003) and its person‐centredness subscale (1.32, p = 0.006) and weaker evidence in its hopefulness subscale (0.78, p = 0.070). There was also strong evidence of improvement in the Dementia Knowledge Questionnaire (1.63, p < 0.001) and Dementia Attitudes Scale (total score: 6.55, p < 0.001; social comfort subscale: 4.15, p < 0.001; dementia knowledge subscale: 3.38, p = 0.001) scores. No differences were observed on the Alzheimer's Disease Knowledge Scale, the Medical Condition Regard Scale or the Jefferson Scale of Empathy. Discussion Time for Dementia may help improve the attitudes of medical students towards dementia promoting a person‐centred approach and increasing social comfort. Such patient‐focused programmes may be a useful complement to traditional medical education.

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General practice-based undergraduate pharmacy longitudinal clerkship: a theoretically underpinned qualitative evaluation

et al. 2022

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Background A Pharmacy Longitudinal Clerkship (PLC) was designed to develop student pharmacists’ (SPs) competence in a general practice setting. Aim The aim was to carry out a theoretically underpinned qualitative evaluation of stakeholder perceptions of influences of behavioural determinants on SP development for clinical practice in general practice. Method General practice-based PLCs were delivered in 2019/20 and 2020/21 for two cohorts of SPs in NHS Highland, Scotland. Qualitative semi-structured interviews were used to explore stakeholder perceptions of influences of behavioural determinants on SP development. Informed written consent was obtained. An interview schedule was developed and piloted using the Theoretical Domains Framework (TDF). Interviews were recorded, transcribed verbatim and analysed using thematic methodology. Ethics approval was granted. Results Seven SPs and five general practitioner (GP) tutors were interviewed. Key themes were identified mapped to TDF domains and included: knowledge—utilisation and practical application of knowledge; skills—triangulation of skills under clinical supervision; beliefs about capabilities—confidence building with clinical and patient contact; professional role and identity—elucidation of professional roles within general practice. Conclusion This evaluation shows benefits of embedding SPs within clinical teams and immersing them in a clinical environment over a prolonged period in a general practice Pharmacy Longitudinal Clerkship. It is expected this will translate into a more confident transition to postgraduate professional clinical practice. Funding should be sought to test alternative PLC arrangements including: multiple full-time longitudinal placement blocks; or ultimately a year-long longitudinal clerkship programme with an IPE element.

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Dundee’s Longitudinal Integrated Clerkship: drivers, implementation and early evaluation

Cited by 29 publications

References 16 publications

The do’s, don’ts and don’t knows of establishing a sustainable longitudinal integrated clerkship

The do’s, don’ts and don’t knows of establishing a sustainable longitudinal integrated clerkship

A comparative study of the effect of the Time for Dementia programme on medical students

General practice-based undergraduate pharmacy longitudinal clerkship: a theoretically underpinned qualitative evaluation

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Dundee’s Longitudinal Integrated Clerkship: drivers, implementation and early evaluation

Cited by 29 publications

References 16 publications

The do’s, don’ts and don’t knows of establishing a&nbsp;sustainable longitudinal integrated clerkship

The do’s, don’ts and don’t knows of establishing a&nbsp;sustainable longitudinal integrated clerkship

A comparative study of the effect of the Time for Dementia programme on medical students

General practice-based undergraduate pharmacy longitudinal clerkship: a theoretically underpinned qualitative evaluation

Contact Info

Product

Resources

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The do’s, don’ts and don’t knows of establishing a sustainable longitudinal integrated clerkship

The do’s, don’ts and don’t knows of establishing a sustainable longitudinal integrated clerkship