Rural longitudinal integrated clerkships and medical workforce outcomes: A scoping review

Beattie, Jessica; Binder, Marley; Fuller, Lara

doi:10.1080/0142159x.2023.2260082

Cited by 2 publications

(1 citation statement)

References 42 publications

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“…Again longitudinality and continuity are important design features as the group of students embed within clinical teams at the sites and are given supervised responsibility for patient care 20 – truly working as apprentices alongside qualified healthcare practitioners. A cohort of students will have the opportunity of selecting to do their DCA as a Longitudinal Integrated Clerkship, 21 an approach increasingly adopted internationally for its educational benefits 22 and workforce outcomes 23 and which has been an option within our Rural Clinical School (RCS) since 2011 and from which we have learnt important lessons. 24…”

Section: Distributed Clinical Apprenticeshipmentioning

confidence: 99%

Longitudinal integrated clerkships from start to finish: A medical curriculum innovation

Blitz,

Couper,

Geldenhuys

et al. 2024

African Journal of Primary Health Care & Family Medicine

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Stellenbosch University embarked on a renewal of its MBChB programme guided by an updated set of core values developed by the multidisciplinary curriculum task team. These values acknowledged the important role of (among others) context and generalism in the development of our graduates as doctors of the future for South Africa. This report describes the overall direction of the renewed curriculum focusing on two of the innovative educational methods for Family Medicine and Primary Health Care training that enabled us to respond to these considerations. These innovations provide students with both early longitudinal clinical experience (now approximately 72 h per year for each of the first 3 years) and a final longitudinal capstone experience (36 weeks) outside the central tertiary teaching hospital. While the final year experience will run for the first time in 2027 (the first year launched in 2022), the initial experience has got off to a good start with students expressing the value that it brings to their integrated, holistic learning and their identity formation aligned with the mission statement of this renewed curriculum. These two curricular innovations were designed on sound educational principles, utilising contextually appropriate research and by aligning with the goals of the healthcare system in which our students would be trained. The first has created opportunities for students to develop a professional identity that is informed by a substantial and longitudinal primary healthcare experience.Contribution: The intention is to consolidate this in their final district-based experience under the supervision of specialist family physicians and generalist doctors.

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Section: Distributed Clinical Apprenticeshipmentioning

confidence: 99%

Longitudinal integrated clerkships from start to finish: A medical curriculum innovation

Blitz,

Couper,

Geldenhuys

et al. 2024

African Journal of Primary Health Care & Family Medicine

View full text Add to dashboard Cite

show abstract

Influence of a rural Longitudinal Integrated Clerkship on medical graduates’ geographic and specialty decisions: a constructivist grounded theory study

Beattie,

Binder,

Beks

et al. 2024

BMC Med Educ

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Background Like many countries, Australia is suffering from a longstanding and persistent medical workforce maldistribution with fewer doctors per capita in rural locations and a trend towards sub-specialisation. Longitudinal Integrated Clerkships (LIC), a medical education model, are more likely than other clerkship models to produce graduates who work rurally, in communities of increasing remoteness and in primary care. While this quantitative data is essential, there has been a dearth of program-specific evidence explaining this phenomenon. Methods To address this knowledge gap, a constructivist qualitative grounded theory approach was employed to identify how the Deakin University comprehensive rural LIC influences graduates’ (2011–2020) career decisions in terms of both medical specialty and geographic practice location. Results Thirty-nine graduates participated in qualitative interviews. The Rural LIC Career Decision Making Framework was developed, postulating that an alignment of personal and program factors under the central concept of ‘choosing to participate’ can influence graduates’ geographic and specialist career decisions, both individually and symbiotically. Once embedded in the clerkship, participation was augmented by the concepts of learning design affordance and learning in place, providing the participants with longitudinal opportunities to experience and compare medical disciplines in an integrated manner. Conclusions The developed framework presents contextual elements of the program that were deemed influential on graduates’ subsequent career decisions. The alignment of these elements with the program’s mission statement has the capacity to enhance the program’s rural workforce goals. Regardless of graduates’ willingness to participate in the program, a transformation occurred. Transformation occurs through reflection, either challenging or confirming the graduate’s pre-conceived ideas about career decisions and in turn influencing professional identity formation.

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Rural longitudinal integrated clerkships and medical workforce outcomes: A scoping review

Cited by 2 publications

References 42 publications

Longitudinal integrated clerkships from start to finish: A medical curriculum innovation

Longitudinal integrated clerkships from start to finish: A medical curriculum innovation

Influence of a rural Longitudinal Integrated Clerkship on medical graduates’ geographic and specialty decisions: a constructivist grounded theory study

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