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

Bartlett, Maggie; Couper, Ian; Poncelet, Ann; Worley, Paul

doi:10.1007/s40037-019-00558-z

Cited by 35 publications

(68 citation statements)

References 96 publications

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“…The pilot was generally well received by students and faculty, but there were several areas in which delivery could be improved. The challenges encountered parallel those reported by other programme evaluations [7,10,[24][25][26][27]32]. Similarly, this evaluation recognises the need for LIC champions [7,27,32], re-structuring assessment formats [7,10,25,27], and the importance of integrating LICs into broader medical school curriculum [7].…”

Section: Discussionmentioning

confidence: 59%

“…Through international collaboration, Worley et al developed a typology to address this divergence, resulting in the raising of many questions about the intricacies regarding structured teaching time, patient encounters, and faculty input [2,5,8]. The components of LICs which are unique to medical student clinical placements are also those which are implemented variously [3,9,10]. In brief, these relate to aspects of structured student learning experiences, supervisory relationships, and engagement with local communities of patients.…”

Section: Introductionmentioning

confidence: 99%

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Not all who wander are lost: evaluation of the Hull York medical school longitudinal integrated clerkship

Brown

Crampton

Anderson

et al. 2020

Education for Primary Care

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Longitudinal integrated clerkships (LICs) are increasingly available within the United Kingdom, but gaps in knowledge remain regarding their efficacy and the influence of local context. In 2019-20, the Hull York Medical School ran a pilot LIC for 6 fourth-year medical students. This work describes the longitudinal qualitative programme evaluation. LIC students participated in two focus groups, one after four months, and another at the end of the programme. In total, 16 faculty were also interviewed regarding their experiences in developing, implementing and running the LIC. Students' GP supervisors were difficult to engage in detailed evaluation due to the COVID-19 pandemic, and so were briefly surveyed at the end of the LIC. All data were pooled and analysed together using reflexive thematic analysis. Two major themes were identified: 'Trajectory of the LIC', describing the learning curve students and faculty encounter, and 'Institutional decision making', describing the need for clarity regarding the programme's purpose. The programme was largely positively received, but areas for improvement locally, and transferrable recommendations, were identified. Aligning assessment to programme aims is an important area for future development, alongside balancing structured with unstructured time, and supporting students as they navigate a J-shaped learning curve.

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Section: Discussionmentioning

confidence: 59%

Section: Introductionmentioning

confidence: 99%

Not all who wander are lost: evaluation of the Hull York medical school longitudinal integrated clerkship

Brown

Crampton

Anderson

et al. 2020

Education for Primary Care

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“…While in general the literature suggests the 'longer the better', the ideal length of longitudinal clinical placements is still under debate (5). The students in this study undertook a 26 week placement at a maximum of two community based sites.…”

Section: Discussisonmentioning

confidence: 99%

Student Perspectives of Extended Clinical Placements in Optometry: A Qualitative Study

Kirkman

Bentley

Armitage

et al. 2020

Preprint

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BackgroundThe number of students enrolled in health courses at Australian universities is rising, increasing demand for clinical placements. Optometry students have historically undertaken clinical training in short-block rotations at University-led teaching clinics in metropolitan locations. This is changing, with some optometry programs adopting extended placements similar to the longitudinal clerkships seen in the medical field. These placements are conducted in private community-based practices across Australia and New Zealand with many incorporating a rural component to the training. This study sought to explore optometry students’ experience of extended placements. MethodsNine focus groups were undertaken with 42 final year optometry students upon completion of a 26 week placement (of which at least half was undertaken in a non-metropolitan area, or area where a shortage of optometrists has been identified). Focus groups were audio recorded and transcribed verbatim. Thematic analysis was conducted according to Braun and Clarke’s 6 step method. Key themes were determined following an inductive qualitative descriptive approach to analysis. ResultsFour key themes emerged from the analysis. ‘Changing identity’, was about how the students grew both personally and professionally, with the extended placement being considered the vital component that allowed students to begin thinking of themselves as clinicians. ‘Practicing resilience’ related to circumstances where students experienced personality clashes, miscommunications, bullying, and boundary crossing. ‘Optometrist under instruction’, related to students feeling that the placement was an ideal opportunity to trial the everyday reality of work without the obligation of an ongoing commitment or employment contract. Finally, ‘Rural practice is more rewarding’, was about practicing rurally being a ‘rite of passage’, a chance to seek different experiences, meet new people and for students to challenge themselves professionally. ConclusionsStudents felt that the placement prepared them for real-world practice. The majority of students enjoyed their placements. However, there were instances where the student-supervisor relationship was strained. This resulted in high levels of anxiety that was made worse by a perceived lack of university support. Students believed rural placements offered them a richer experience when compared with metropolitan placements.

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“…regarding education in underserved areas, they do not synthesise research pertinent only the use and impact of LICs. To the author's best knowledge, only three formal LIC-specific literature reviews have been published-Walters et al's narrative review synthesising the outcomes, including academic performance, of LICs for students [13] [15].…”

Section: Introductionmentioning

confidence: 99%

“…regarding education in underserved areas, they do not synthesise research pertinent only the use and impact of LICs. To the author’s best knowledge, only three formal LIC-specific literature reviews have been published—Walters et al’s narrative review synthesising the outcomes, including academic performance, of LICs for students [ 13 ], Brown et al’s narrative review on the development and implementation of LICs [ 14 ] and Bartlett et al’s narrative review regarding development of a sustainable LIC [ 15 ].…”

Section: Introductionmentioning

confidence: 99%

Professional identity formation within Longitudinal Integrated Clerkships: a scoping review protocol

et al. 2020

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Background: Professional identity development is an area of contemporary interest within medical education. It can be defined as 'the foundational process one experiences during the transformation from lay person to physician'. In order for this transformation to occur, medical values and principles are internalised. A robust professional identity is key to confident practice as a medical professional. As such, research regarding what works to encourage identity development is popular. New models of educational delivery, such as the increasingly popular Longitudinal Integrated Clerkship model (LICs), present an interesting opportunity to investigate impact on identity. As no previous literature reviews focus on identity development within LICs, it is unclear what is already known about their impact. Therefore, a scoping review synthesising current knowledge and mapping areas for future research is necessary. Methods: Arksey and O'Malley's scoping review steps will be used as a methodological framework. MEDLINE, EMBASE, PubMed, Web of Knowledge, ERIC, PsychINFO, Google Scholar, JSTOR, Scopus, and Web of science will be searched (from inception onwards). We will include single studies of any design (e.g. quantitative and qualitative) and reviews examining professional identity within Longitudinal Integrated Clerkships involving health profession students. Two reviewers will complete all screening and data abstraction independently. Deductive coding will be presented as a quantitative textual meta-analysis. Inductive coding will be presented in narrative format. Discussion: This scoping review will explore professional identity formation within LICs, evaluating any known impact of the educational model and mapping the ways in which identity within LICs has been researched. Mapping of current knowledge should highlight whether LICs as an educational model can influence professional identity development and outline gaps in what is known about their impact to date. Theory used in LIC-based identity research will also be mapped, in order to summarise the main theoretical orientations of research to date. It is anticipated that through such evidence synthesis, directions for future research will become clear. Systematic review registration: Open Science Framework: osf.io/hk83p

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

Cited by 35 publications

References 96 publications

Not all who wander are lost: evaluation of the Hull York medical school longitudinal integrated clerkship

Not all who wander are lost: evaluation of the Hull York medical school longitudinal integrated clerkship

Student Perspectives of Extended Clinical Placements in Optometry: A Qualitative Study

Professional identity formation within Longitudinal Integrated Clerkships: a scoping review protocol

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