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longitudinal integrated clerkship

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https://www.readbyqxmd.com/read/28693609/otolaryngology-exposure-in-a-longitudinal-integrated-clerkship-setting
#1
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
#2
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
#3
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
#4
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
#5
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
#6
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
#7
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
#8
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
#9
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
https://www.readbyqxmd.com/read/28188946/integration-of-cognitive-skills-as-a-cross-cutting-theme-into-the-undergraduate-medical-curriculum-at-tehran-university-of-medical-sciences
#10
Akbar Soltani, Maryam Allaa, Hamideh Moosapour, Azadeh Aletaha, Farzaneh Shahrtash, Alireza Monajemi, Tohid Arastoo, Maryam Ahmadinejad, Azim Mirzazadeh, Mahboobeh Khabaz Mafinejad
Nowadays, improvement of thinking skills of students is one of the universally supported aims in the majority of medical schools. This study aims to design longitudinal theme of reasoning, problem-solving and decision-making into the undergraduate medical curriculum at Tehran University of Medical Sciences (TUMS). A participatory approach was applied to design the curriculum during 2009-2011. The project was conducted by the contribution of representatives of both basic and clinical faculty members, students and graduates at Tehran University of Medical Sciences...
January 2017: Acta Medica Iranica
https://www.readbyqxmd.com/read/27832713/longitudinal-integrated-clerkships
#11
Judith Nicky Hudson, Ann N Poncelet, Kath M Weston, John A Bushnell, Elizabeth A Farmer
There is increased interest in longitudinal integrated clerkships (LICs) due to mounting evidence of positive outcomes for students, patients and supervising clinicians. Emphasizing continuity as the organizing principle of an LIC, this article reviews evidence and presents perspectives of LIC participants concerning continuity of care, supervision and curriculum, and continuity with peers and systems of care. It also offers advice on implementing or evaluating existing LIC programs.
January 2017: Medical Teacher
https://www.readbyqxmd.com/read/27723124/how-do-we-enhance-undergraduate-healthcare-education-in-dementia-a-review-of-the-role-of-innovative-approaches-and-development-of-the-time-for-dementia-programme
#12
REVIEW
Sube Banerjee, Nicolas Farina, Stephanie Daley, Wendy Grosvenor, Leila Hughes, Molly Hebditch, Sophie Mackrell, Ramin Nilforooshan, Chris Wyatt, Kay de Vries, Inam Haq, Juliet Wright
OBJECTIVES: Traditional healthcare education, delivered through a series of time-limited clinical placements, often fails to deliver an understanding of the experiences of those with long-term conditions, a growing issue for healthcare systems. Responses include longitudinal integrated clerkships and senior mentor programmes allowing students' longer placements, continuity of contact and opportunities to learn about chronic illness and patient experience. We review their development and delivery in dementia and present the Time for Dementia (TFD) Programme, a novel 2-year interdisciplinary educational programme...
January 2017: International Journal of Geriatric Psychiatry
https://www.readbyqxmd.com/read/27695727/urban-general-practice-and-medical-education-academic-outcomes-from-a-unique-urban-longitudinal-integrated-community-based-program
#13
Sarah Mahoney, Paul Worley, Helen Parry, Sally Clarke
BACKGROUND: In 2009, Flinders University established an urban, community-based, longitudinal integrated program providing medical students extended placements that offered continuities of patient care, clinical supervision and peer group. OBJECTIVE: The aim of this research was to analyse academic outcomes of the new placement program. METHODS: The results of all students undertaking Year 3 exams from 2011 to 2014 were collected and analysed...
October 2016: Australian Family Physician
https://www.readbyqxmd.com/read/27562892/a-typology-of-longitudinal-integrated-clerkships
#14
Paul Worley, Ian Couper, Roger Strasser, Lisa Graves, Beth-Ann Cummings, Richard Woodman, Pamela Stagg, David Hirsh
CONTEXT: Longitudinal integrated clerkships (LICs) represent a model of the structural redesign of clinical education that is growing in the USA, Canada, Australia and South Africa. By contrast with time-limited traditional block rotations, medical students in LICs provide comprehensive care of patients and populations in continuing learning relationships over time and across disciplines and venues. The evidence base for LICs reveals transformational professional and workforce outcomes derived from a number of small institution-specific studies...
September 2016: Medical Education
https://www.readbyqxmd.com/read/27562891/dimensions-of-integration-continuity-and-longitudinality-in-clinical-clerkships
#15
Rachel H Ellaway, Lisa Graves, Beth-Ann Cummings
CONTEXT: Over the past few decades, longitudinal integrated clerkships (LICs) have been proposed to address many perceived short-coming of traditional block clerkships. This growing interest in LICs has raised broader questions regarding the role of integration, continuity and longitudinality in medical education. A study with complementary theoretical and empirical dimensions was conducted to derive a more precise way of defining these three underlying concepts within the design of medical education curricula...
September 2016: Medical Education
https://www.readbyqxmd.com/read/27562886/integration-continuity-and-longitudinality-the-what-that-makes-patient-centred-learning-in-clinical-clerkships
#16
Lucie Walters, Kathleen Brooks
No abstract text is available yet for this article.
September 2016: Medical Education
https://www.readbyqxmd.com/read/27146222/preceptor-teaching-tips-in-longitudinal-clerkships
#17
Robyn Latessa, Anthony Schmitt, Norma Beaty, Stephen Buie, Lisa Ray
BACKGROUND: In longitudinal integrated clerkships (LICs), the continuous preceptor and student relationship over time creates opportunities for more in-depth teaching approaches than shorter preceptorships allow. We identify student perceptions of the most effective teaching practices and develop tips for LIC preceptors. METHODS: The first four third-year medical student classes completing the Asheville LIC of the University of North Carolina School of Medicine (UNC SOM) formed the subject group...
June 2016: Clinical Teacher
https://www.readbyqxmd.com/read/27119324/caring-to-care-applying-noddings-philosophy-to-medical-education
#18
Dorene F Balmer, David A Hirsh, Daphne Monie, Henry Weil, Boyd F Richards
The authors argue that Nel Noddings' philosophy, "an ethic of caring," may illuminate how students learn to be caring physicians from their experience of being in a caring, reciprocal relationship with teaching faculty. In her philosophy, Noddings acknowledges two important contextual continuities: duration and space, which the authors speculate exist within longitudinal integrated clerkships. In this Perspective, the authors highlight core features of Noddings' philosophy and explore its applicability to medical education...
April 26, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/26999910/longitudinal-integrated-clerkship-a-student-s-perspective
#19
EDITORIAL
Peter Chang
No abstract text is available yet for this article.
February 2016: South Dakota Medicine: the Journal of the South Dakota State Medical Association
https://www.readbyqxmd.com/read/26957124/towards-tailored-teaching-using-participatory-action-research-to-enhance-the-learning-experience-of-longitudinal-integrated-clerkship-students-in-a-south-african-rural-district-hospital
#20
Klaus B von Pressentin, Firdouza Waggie, Hoffie Conradie
BACKGROUND: The introduction of Stellenbosch University's Longitudinal Integrated Clerkship (LIC) model as part of the undergraduate medical curriculum offers a unique and exciting training model to develop generalist doctors for the changing South African health landscape. At one of these LIC sites, the need for an improvement of the local learning experience became evident. This paper explores how to identify and implement a tailored teaching and learning intervention to improve workplace-based learning for LIC students...
March 8, 2016: BMC Medical Education
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