In Pursuit of Educational Integrity: Professional Identity Formation in the Harvard Medical School Cambridge Integrated Clerkship

Gaufberg, Elizabeth; Bor, David H.; Dinardo, Perry B.; Krupat, Edward; Pine, Elizabeth; Ogur, Barbara; Hirsh, David

doi:10.1353/pbm.2017.0032

Cited by 18 publications

(29 citation statements)

References 46 publications

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“…Geographically, first authors were from the United States (n = 11), 12,18,[41][42][43][44][45][46][47][48][49] Canada (n = 7), 19,[50][51][52][53][54][55] Australia (n = 6), [56][57][58][59][60][61] South Africa (n = 1), 62 Thailand (n = 1) 63 and the UK (n = 1). 1 There were 20 qualitative studies including six qualitative case studies, 43,47,49,57,58,61 eight prospective longitudinal qualitative studies, 12,19,46,51,56,59,60,62 one retrospective longitudinal qualitative study, 18 three phenomenological studies, 50,52,54 one phenomenographic study 42 and one grounded theory study. 55 In addition to qualitative empirical research, there were four commentaries, 41,…”

Section: Quantitative Thematic Analysismentioning

confidence: 99%

“…There was a slight predominance of empirical research conducted within rural LICs (n = 13), [49][50][51][52][54][55][56][57][58][59][60][61][62] in comparison with urban LICs (n = 8). 12,18,19,41,43,[46][47][48] The care setting of LICs within empirical research varied, nine studies were conducted on LICs with primary care orientations, [49][50][51][52]54,55,[60][61][62] eight studies were conducted on LICs with secondary or tertiary care orientations, 12,18,19,41,43,[46][47][48] and four studies were conducted within LICs with mixed primary and secondary or tertiary care orientations. [56][57][58][59] Publication dates (taken as the date first published online) ranged from 2009 to 2020.…”

Section: Quantitative Thematic Analysismentioning

confidence: 99%

See 1 more Smart Citation

Professional identity formation within longitudinal integrated clerkships: A scoping review

Brown

Whybrow

Kirwan³

et al. 2021

Medical Education

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Section: Quantitative Thematic Analysismentioning

confidence: 99%

Section: Quantitative Thematic Analysismentioning

confidence: 99%

Professional identity formation within longitudinal integrated clerkships: A scoping review

Brown

Whybrow

Kirwan³

et al. 2021

Medical Education

View full text Add to dashboard Cite

show abstract

“…Thus, the examined studies were collected in a manner analogous to purposeful sampling. 46 The inclusion criteria resulted in a sample of 40 studies to analyze for this project: two in dentistry/dental hygiene, 47,48 10 in medicine, [49][50][51][52][53][54][55][56][57][58] 10 in nursing, [59][60][61][62][63][64][65][66][67][68] four in occupational therapy, [69][70][71][72] eight in pharmacy, [73][74][75][76][77][78][79][80] two in physical therapy, 81,82 and four in social work. [83][84][85][86] The authors were typically a mix of clinicians (eg, MD), clinician-scientists (eg, RN-PhD), and/or social scientists (eg, PhD in education).…”

Section: Methodsmentioning

confidence: 99%

A Review of Strategies for Enhancing Clarity and Reader Accessibility of Qualitative Research Results

O’Sullivan

Jefferson

2020

American Journal of Pharmaceutical Education

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Objective. To characterize elements of the results section of qualitative research reports that make findings more accessible to readers. Methods. Two analytical methods were used for this review. First, published reviews and textbooks written by experts outlining how to evaluate qualitative research were retrieved and reviewed to identify common elements that enhance clarity of the results section. In the second analysis, the authors analyzed the results sections of a subset of qualitative studies to identify, from a reader's point of view, aspects that enhanced and detracted from communication of the results. Findings. Four elements improve accessibility of the results section for readers of qualitative research reports. Content, the first element, describes what information the reader should look for in the results section. Style of results, the second element, identifies wording choices that improve reader accessibility and understanding. Narrative flow, the third element, describes a results section that flows smoothly and logically. Structural cohesiveness, the final element, outlines effective organization of the results section. Results. While authors take several approaches to the presentation of results in qualitative research reports, some strategies appear to be more common and effective than others. The efficient presentation of results can impact a reader's assessment of the quality and credibility of a study. Identified content and stylistic elements should be considered by authors hoping to make the results of their qualitative research more accessible and comprehensible to readers.

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“…Education leaders create longitudinal integrated clerkships (LICs) to advance students' clinical and scientific learning and support their professional identity formation [1][2][3][4][5]. In contrast to traditional block rotations, LICs restructure clinical education to provide students' educational continuity-continuity of care, curriculum, and supervision [5][6][7][8].…”

Section: Introductionmentioning

confidence: 99%

“…Through continuity, LICs reshape learning relationships and the learning environment [9,10]. The literature on LICs reports educational benefits [4,5,11], and LICs support humanistic professional identity formation [12,13], increase patient-centeredness [1,3,11,14], and may improve communication skills [5,15,16]. Nonetheless, LIC research has been conducted primarily in the US, Canada, Europe, and Australia [17,18].…”

Section: Introductionmentioning

confidence: 99%

Patient perceptions of students in a longitudinal integrated clerkship in Taiwan: a qualitative study

et al. 2021

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Background Longitudinal integrated clerkships (LICs) are a model of clinical education growing rapidly in Western contexts. LICs use educational continuity to benefits students’ clinical learning and professional identity formation. Patient-centered care is a core component of medical professionalism in the West. To support patient-centered care, education leaders in Taiwan restructured clinical education and implemented the first longitudinal integrated clerkship in East Asia. We aimed to investigate patients’ perceptions of longitudinal relationships with the LIC students within Taiwan’s Confucian cultural and social context. Methods We invited patients or their family members who were cared for longitudinally by a LIC student to participate in the study. Participating patients or their family members undertook semi-structured interviews. We analyzed data qualitatively using a general inductive approach to identify themes in the patients’ descriptions of their experiences interacting with the LIC students. Results Twenty-five patients and family members participated in interviews: 16 patients and 9 family members. Qualitative analysis of interview transcripts identified three themes from patients’ experience receiving care from their LIC students: care facilitation, companionship, and empathy. To provide care facilitation, LIC students served as a bridge between the physicians and patients. Students served patients by reminding, consulting, tracking disease progression, and researching solutions for problems. To provide companionship, students accompanied patients interpersonally like a friend or confidant who listens and provides a presence for patients. To provide empathy, patients reported that students showed sincere concern for patients’ experience, feelings, and mood. Conclusion In our study, Taiwanese patients’ perspectives of LIC students suggested the value of care facilitation, companionship, and empathy. We discuss these themes within the context of Confucian culture and the Taiwanese context of care.

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In Pursuit of Educational Integrity: Professional Identity Formation in the Harvard Medical School Cambridge Integrated Clerkship

Cited by 18 publications

References 46 publications

Professional identity formation within longitudinal integrated clerkships: A scoping review

Professional identity formation within longitudinal integrated clerkships: A scoping review

A Review of Strategies for Enhancing Clarity and Reader Accessibility of Qualitative Research Results

Patient perceptions of students in a longitudinal integrated clerkship in Taiwan: a qualitative study

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