Longitudinal integrated clerkships

Hudson, Judith N; Poncelet, Ann; Weston, Kathryn M; Bushnell, John; Farmer, Elizabeth

doi:10.1080/0142159x.2017.1245855

Cited by 61 publications

(69 citation statements)

References 53 publications

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“…The introduction of successive groups of students into the district-level health services varied at each site, depending on the types of students, their courses and logistics, and ranged from short repeated visits over a period of time to year-long 'longitudinal' placements. [7,10] Ten respondents in the health services were purposively identified by the researchers from each of the two faculties (N=20) to produce an adequate spread of information on the basis of their positions in the health services, their degree of involvement with students and their knowledge of the health system as determined by the researchers.…”

Section: Methodsmentioning

confidence: 99%

The effect of undergraduate students on district health services delivery in the Western Cape Province, South Africa

Reid

Conradie

Daniels-Felix

2018

AJHPE

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Background. The quality of care, attitudes of staff and long-term recruitment of practitioners have been shown internationally to improve health services as a result of a health facility accepting students for teaching. This study aimed to develop further insight regarding the impact of undergraduate student involvement on district health services in South Africa to understand the issues in a resource-constrained environment. Objectives. To describe the effect of the placement of undergraduate students on service delivery, and to understand the health service and academic factors that influence this effect. Methods. A descriptive study, using qualitative methods, was undertaken in two rural sites where undergraduate health science students had been recently introduced. Potential respondents were identified to be interviewed on the basis of their positions in the health services, their degree of involvement with students and their knowledge of the health system. Results. Sixteen participants were interviewed, and described the effect of undergraduate students on service delivery in terms of a balance between the burden and benefit. Three pivotal issues, which could tip the balance in favour of one or the other, included the length of time of student rotations, seniority of the students and number of students allocated to a particular site. Overall, it would appear that the balance was marginally in favour of the benefit of student service delivery. Conclusion. Undergraduate students can add value to service delivery under certain conditions, but further research is needed to quantify this effect. This open-access article is distributed under Creative Commons licence CC-BY-NC 4.0. Afr J Health Professions Educ

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Section: Methodsmentioning

confidence: 99%

The effect of undergraduate students on district health services delivery in the Western Cape Province, South Africa

Reid

Conradie

Daniels-Felix

2018

AJHPE

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“…Educational continuity is the guiding principle underpinning LICs . The LIC structure creates continuity between students and patients, between students and clinical teachers (hereafter, preceptors), as well as continuity of curriculum, peers, community, systems and idealism . LICs offer opportunities for the patient and student because learning centres around the patient's experience over time .…”

Section: Continuity: Support and Encourage Continuitymentioning

confidence: 99%

Teaching in longitudinal integrated clerkships: the seven ‘C's

Bernstein

Wood

Latessa

et al. 2018

The Clinical Teacher

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“…It should be noted that other attempts at integration have occurred in parallel, often in the pursuit of other goals unrelated to basic science integration. Longitudinal integrated clerkships, for example, seek to improve on continuity of care, increase the learner's appreciation for the patient experience in navigating the system, and reduce the attrition of empathy and caring seen in traditional models . Such examples of integration may indeed yield positive results in the intended areas, but they should not be seen as representing the full integration of curricular elements for the purposes of achieving cognitive integration.…”

Section: Recent Trends In Integration Practicementioning

confidence: 99%

Back from basics: integration of science and practice in medical education

et al. 2017

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Context In 1988, the Edinburgh Declaration challenged medical teachers, curriculum designers and leaders to make an organised effort to change medical education for the better. Among a series of recommendations was a call to integrate training in science and clinical practice across a breadth of clinical contexts. The aim was to create physicians who could serve the needs of all people and provide care in a multitude of contexts. In the years since, in the numerous efforts towards integration, new models of curricula have been proposed and implemented with varying levels of success. Scope of Review In this paper, we examine the evolution of curricular integration since the Edinburgh Declaration, and discuss theoretical advances and practical solutions. In doing so, we draw on recent consensus reports on the state of medical education, emblematic initiatives reported in the literature, and developments in education theory pertinent to the role of integrated curricula. Conclusions Interest in integration persists despite 30 years of efforts to respond to the Edinburgh Declaration. We argue, however, that a critical shift has taken place with respect to the conception of integration, whereby empirical models support a view of integration as pertaining to both cognitive activity and curricular structure. In addition, we describe a broader definition of ‘basic science’ relevant to clinical practice that encompasses social and behavioural sciences, as well as knowledge derived from biomedical science.

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Longitudinal integrated clerkships

Cited by 61 publications

References 53 publications

The effect of undergraduate students on district health services delivery in the Western Cape Province, South Africa

The effect of undergraduate students on district health services delivery in the Western Cape Province, South Africa

Teaching in longitudinal integrated clerkships: the seven ‘C's

Back from basics: integration of science and practice in medical education

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