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longitudinal integrated clerkship

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https://www.readbyqxmd.com/read/29768072/an-integrated-developmental-four-year-medical-school-curriculum-in-palliative-care-a-longitudinal-content-evaluation-based-on-national-competency-standards
#1
Erin M Denney-Koelsch, Robert Horowitz, Timothy Quill, Constance D Baldwin
BACKGROUND: While palliative care (PC) competencies for medical school graduates have been defined, the lack of established curriculum models and assessment tools hampers curricular evaluation. OBJECTIVE: To describe the scope and content of the University of Rochester's longitudinal, integrated four-year PC curriculum after 17 years of implementation, review student evaluative responses, and compare the curriculum to national competency standards. DESIGN AND SETTING: Combining and reorganizing a published PC curriculum assessment tool and a list of medical school PC competencies, we created a novel nine-topic framework to assess the content coverage of our curriculum...
May 16, 2018: Journal of Palliative Medicine
https://www.readbyqxmd.com/read/29766539/block-versus-longitudinal-integrated-clerkships-students-views-of-rural-clinical-supervision
#2
Martin Witney, Vivian Isaac, Denese Playford, Leesa Walker, David Garne, Lucie Walters
CONTEXT: Medical students undertaking longitudinal integrated clerkships (LICs) train in multiple disciplines concurrently, compared with students in block rotations who typically address one medical discipline at a time. Current research suggests that LICs afford students increased access to patients and continuity of clinical supervision. However, these factors are less of an issue in rural placements where there are fewer learners. The aim of this study was to compare rural LIC and rural block rotation students' reported experiences of clinical supervision...
May 15, 2018: Medical Education
https://www.readbyqxmd.com/read/29742614/curricular-transformation-in-health-systems-science-the-need-for-global-change
#3
Jed D Gonzalo, Terry Wolpaw, Dan Wolpaw
In this Invited Commentary, the authors propose a counter-perspective to the article by Borkan and colleagues, who advocate for a circumscribed, piloted, choice-focused approach to introducing curricular redesign options in undergraduate medical education, particularly in the area of health systems science. In making this case, Borkan and colleagues cluster several kinds of innovative curricular changes that the authors of this commentary believe are best separated by the scope of change and associated educational strategy: 1) innovations customized to student interest and motivation, which are best served by focused programmatic interventions, 2) innovations such as longitudinal integrated clerkships (LICs) that represent creative and needed educational strategies but may be difficult to expand due to complex barriers, and 3) innovations that are truly transformational, with critical connections far beyond the boundaries of the medical school curriculum, which must be addressed in a comprehensive approach-despite the challenges, frustrations, and difficulties...
May 8, 2018: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/29668522/the-art-and-artifice-of-seeking-feedback-clerkship-students-approaches-in-asking-for-feedback
#4
Robert Bing-You, Victoria Hayes, Tamara Palka, Marybeth Ford, Robert Trowbridge
PURPOSE: As attention has shifted to learners as significant partners in feedback interactions, it is important to explore what feedback-seeking behaviors medical students use and how the faculty-student relationship affects feedback-seeking behaviors. METHOD: This qualitative study was inspired by the organizational psychology literature. Third-year medical students were interviewed at Maine Medical Center in April-May 2017 after completing a traditional block-rotation clerkship or a nine-month longitudinal integrated clerkship (LIC)...
April 17, 2018: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/29603320/stakeholder-views-of-rural-community-based-medical-education-a-narrative-review-of-the-international-literature
#5
Praphun Somporn, Julie Ash, Lucie Walters
CONTEXT: Rural community-based medical education (RCBME), in which medical student learning activities take place within a rural community, requires students, clinical teachers, patients, community members and representatives of health and government sectors to actively contribute to the educational process. Therefore, academics seeking to develop RCBME need to understand the rural context, and the views and needs of local stakeholders. OBJECTIVES: The aim of this review is to examine stakeholder experiences of RCBME programmes internationally...
March 30, 2018: Medical Education
https://www.readbyqxmd.com/read/29542394/a-review-of-longitudinal-clinical-programs-in-us-medical-schools
#6
Galina Gheihman, Tomi Jun, Grace J Young, Daniel Liebman, Krishan Sharma, Eileen Brandes, Barbara Ogur, David A Hirsh
BACKGROUND: Longitudinal clinical experiences are a common component of undergraduate medical curricula, yet these programs have not been systematically characterized in US medical schools. OBJECTIVE: Our study sought to identify and characterize longitudinal clinical programs (LCPs) in US medical schools and measure associations between programs' structures and goals. DESIGN: Using a mixed-methods approach, we conducted a secondary analysis of data from publicly available websites...
December 2018: Medical Education Online
https://www.readbyqxmd.com/read/29532346/it-s-all-about-relationships-a-qualitative-study-of-family-physicians-teaching-experiences-in-rural-longitudinal-clerkships
#7
Cary Cuncic, Glenn Regehr, Heather Frost, Joanna Bates
INTRODUCTION: The relationship between preceptor and trainee is becoming recognized as a critical component of teaching, in particular in the negotiation of feedback and in the formation of professional identity. This paper elaborates on the nature of the relationships between preceptor and student that evolve in the context of rural longitudinal integrated clerkships (LICs). METHODS: We drew on constructivist grounded theory for the research approach. We interviewed nine LIC family practice preceptors from three sites at one educational institution...
March 12, 2018: Perspectives on Medical Education
https://www.readbyqxmd.com/read/29478106/hypothesis-the-hospital-learning-environment-impedes-students-acquisition-of-reflectivity-and-medical-professionalism
#8
Jochanan Benbassat
Undergraduate clinical education follows the "bedside" tradition that exposes students to inpatients. However, the hospital learning environment has two main limitations. First, most inpatients require acute care, and students may complete their training without seeing patients with frequent non-emergent and chronic diseases that are managed in outpatient settings. Second, students rarely cope with diagnostic problems, because most inpatients are diagnosed in the community or the emergency room. These limitations have led some medical schools to offer longitudinal integrated clerkships in community settings instead of hospital block clerkship rotations...
February 24, 2018: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/29468920/training-medical-students-for-the-twenty-first-century-rationale-and-development-of-the-utrecht-curriculum-cru
#9
Olle Ten Cate, Jan Borleffs, Marijke van Dijk, Tineke Westerveld
AIM: The aim of this report, written for the 40th anniversary issue of Medical Teacher, is to document 20 years of development of the Utrecht undergraduate medical curriculum, as both to exhibit accountability and to inform the community of the process and choices that can be made in long-term curriculum development. METHODS: We used the SPICES model, created by Medical Teacher's Editor Ronald Harden and colleagues in 1984. RESULTS: The Utrecht six-year program, now called "CRU+", has many distinct features that were introduced, most of which are well documented...
February 22, 2018: Medical Teacher
https://www.readbyqxmd.com/read/29364752/positive-outcomes-of-optimizing-student-preceptor-continuity-in-a-traditional-block-clerkship
#10
Jennifer L Biggs, Jamie S Sutherell, Rochelle Remus, Eric S Armbrecht, Marta A King
PROBLEM: Student-preceptor discontinuity during 3rd-year clerkships limits the quality and quantity of supervision, teaching, and feedback. Although longitudinal integrative clerkships increase continuity and are associated with improved student and preceptor experience, they require schoolwide curricular reform. Alternative innovations enhancing student-preceptor relationships within the constraints of a traditional block clerkship may demonstrate similar benefits. INTERVENTION: We piloted a continuity-enhanced general pediatric ambulatory schedule during 2 consecutive clerkship blocks in 2013...
April 2018: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/29347881/being-an-agent-of-change-a-student-s-view-of-the-uk-s-first-yearlong-longitudinal-integrated-clerkship-lic
#11
Lewis Mundell
No abstract text is available yet for this article.
March 2018: Education for Primary Care
https://www.readbyqxmd.com/read/28693609/otolaryngology-exposure-in-a-longitudinal-integrated-clerkship-setting
#12
Grace Margaret Scott, Corliss Ann Elizabeth Best, Damian Christopher Micomonaco
BACKGROUND: Although 20-40% of primary care complaints are Otolaryngology-Head and Neck Surgery (OtoHNS) related, little emphasis is placed on OtoHNS instruction at the undergraduate medical education level. An OtoHNS clerkship rotation is not required at most Canadian medical schools. Furthermore, at institutions offering an OtoHNS rotation, less than 20% of students are able to complete a placement. Given that a large percentage of medical students in Canada will pursue primary care as a career, there remains a gap in providing OtoHNS clinical training...
July 10, 2017: Journal of Otolaryngology—Head & Neck Surgery
https://www.readbyqxmd.com/read/28646485/findings-from-the-harvard-medical-school-cambridge-integrated-clerkship-a-year-long-longitudinal-psychiatry-experience
#13
Elisa Cheng, David Hirsh, Elizabeth Gaufberg, Todd Griswold, J Wesley Boyd
OBJECTIVE: The Harvard Medical School Cambridge Integrated Clerkship is a longitudinal integrated clerkship that has provided an alternative clinical model for medical education in psychiatry since its inception in 2004. This study was undertaken in an effort to better understand the student experience of the Cambridge Integrated Clerkship and how it may have impacted students' perceptions of and interest in psychiatry, as well as performance. METHODS: Qualitative surveys were sent via e-mail to the first 11 student cohorts who had completed the Cambridge Integrated Clerkship (from 2004 to 2014) and for whom we had e-mail addresses (N = 100), and the free-text responses were coded thematically...
June 23, 2017: Academic Psychiatry
https://www.readbyqxmd.com/read/28639879/comments-on-comparing-a-longitudinal-integrated-clerkship-with-traditional-hospital-based-rotations-in-a-rural-setting
#14
LETTER
Daisuke Kato, Kenya Ie
No abstract text is available yet for this article.
September 2017: Medical Teacher
https://www.readbyqxmd.com/read/28332415/longitudinal-integrated-clerkships-in-the-community
#15
Andy McKeown, Ravi Parekh
Longitudinal Integrated Clerkships (LICs) are beginning to replace traditional short undergraduate rotations in general practice. LIC's differ from traditional rotations in that they are longer, they involve sustained relationships between students, patients and health professionals; and they integrate various strands of medical education. From early development in the US and Australia, LICs are now a fast-growing phenomenon across the world. We present three papers that seek to explain what LICs are, the evidence for their effectiveness and the practicalities of establishing or delivering a longitudinal integrated clerkship...
May 2017: Education for Primary Care
https://www.readbyqxmd.com/read/28317473/the-columbia-bronx-va-amalgamative-clerkship-an-effective-12-week-integrated-longitudinal-clinical-experience
#16
Jillian Diuguid-Gerber, Samuel Porter, Samuel C Quiah, Katherine Nickerson, Deborah Jones, Zeena Audi, Boyd F Richards
BACKGROUND: Many medical schools have adopted the longitudinal integrated clerkship (LIC) model in response to calls for increased continuity in clinical learning environments. However, because of implementation challenges, such programs are not feasible at some institutions or are limited to a small number of students. OBJECTIVE: In January 2014, Columbia University College of Physicians and Surgeons (P&S) recognized the need to explore different LIC formats and began offering four, 12-week amalgamative clerkships (AC)...
2017: Medical Education Online
https://www.readbyqxmd.com/read/28285556/comparing-a-longitudinal-integrated-clerkship-with-traditional-hospital-based-rotations-in-a-rural-setting
#17
Rebecca Caygill, Mia Peardon, Catherine Waite, Julian Wright
CONTEXT: Longitudinal integrated clerkships (LIC) are widely used as an educational method, particularly in rural areas. They are good for facilitating hands-on learning and deep relationships between student, patients, and supervisors. OBJECTIVES: This study sought to examine and compare learning experience of third-year rural medical students studying specialties (women's health, aged care, child and adolescent heath, mental health, general practice) by either a traditional hospital-based rotation or a LIC in a rural general practice setting...
May 2017: Medical Teacher
https://www.readbyqxmd.com/read/28281378/faculty-experience-and-engagement-in-a-longitudinal-integrated-clerkship
#18
Sarah C Snow, Jennifer Gong, Jennifer E Adams
The authors sought to understand rewards and challenges of teaching third-year medical students in the University of Colorado School of Medicine (CUSOM) Denver Health Longitudinal Integrated Clerkship (DH-LIC) compared to teaching in rotation-based clerkships (RBCs). The authors considered implications for the recruitment and retention of faculty in clinical educational programs. Preceptors completed surveys at baseline and year-end. Of eligible faculty, 28 of 40 completed both baseline and year-end surveys...
May 2017: Medical Teacher
https://www.readbyqxmd.com/read/28248695/graduates-perceptions-of-learning-affordances-in-longitudinal-integrated-clerkships-a-dual-institution-mixed-methods-study
#19
Robyn A Latessa, Robert A Swendiman, Anna Beth Parlier, Shelley L Galvin, David A Hirsh
PURPOSE: The authors explored affordances that contribute to participants' successful learning in longitudinal integrated clerkships (LICs). METHOD: This dual-institutional, mixed-methods study included electronic surveys and semistructured interviews of LIC graduates who completed their core clinical (third) year of medical school. These LIC graduates took part in LICs at Harvard Medical School from 2004 to 2013 and the University of North Carolina School of Medicine-Asheville campus from 2009 to 2013...
September 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28229478/students-experiences-of-role-relationships-and-learning-in-two-clerkship-models
#20
D Jill Konkin, Carol Suddards
CONTEXT: An increasing number of medical schools around the world are implementing longitudinal integrated clerkships (LICs). The University of Alberta's third-year LIC admits a small group of each class. Those not in the LIC undertake a rotation-based clerkship (RBC). All students have a fourth-year RBC. Meaningful participation in patient care and guidance have been identified as affordances for work-based learning. METHODS: This qualitative study is part of an ongoing research programme conducted in a hermeneutic phenomenological frame...
May 2017: Medical Education
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