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longitudinal integrated clerkship

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
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.
November 10, 2016: Medical Teacher
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
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
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
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
Lucie Walters, Kathleen Brooks
No abstract text is available yet for this article.
September 2016: Medical Education
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
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
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
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
Clifford A Coleman, Sylvia Peterson-Perry, Tracy Bumsted
BACKGROUND AND OBJECTIVES: Although there are reports of short-term benefits of health literacy curricula for improving health care professionals' communication with patients, no studies have included long-term follow-up. We sought to determine (1) whether a pre-clerkship health literacy training can improve medical students' perceived knowledge and intended behaviors vis-á-vis communication with patients who have low health literacy, (2) the longevity of any such impact at 12 months, and (3) the impact of a follow-up training 1 year later...
January 2016: Family Medicine
Arundhati C Ghosh, David Hirsh, Steve Schwaitzberg, Barbara Ogur
BACKGROUND: The Harvard Medical School Cambridge Integrated Clerkship longitudinal cancer curriculum directly facilitates students' engagement with cancer patients to develop a comprehensive understanding of the disease and the patient's experience of illness. Third-year medical students follow newly diagnosed cancer patients over the course of a year, across all disciplines, and make formal presentations to a multidisciplinary forum at the end of the year. The aim of the study was to discover which aspects of longitudinal care were most meaningful to the students themselves...
February 4, 2016: Clinical Teacher
Douglas L Myhre, Sameer Bajaj, Wayne Woloschuk
INTRODUCTION: Longitudinal integrated clerkships (LICs) have been introduced as an innovative model to impart medical education. In Canada, most LIC experiences are situated in rural communities. Studies have reported equivalence in graduates from rural LICs and traditional rotation-based clerkships (RBCs) in their performance in residency, as well as in national medical licensure examinations. We sought to determine the impact of rural LICs in terms of practice location of graduates...
2016: Canadian Journal of Rural Medicine
Hudson Birden, Jane Barker, Ian Wilson
BACKGROUND: We interviewed graduates from the first two cohorts of a postgraduate medical program that had a senior year longitudinal integrated clerkship (LIC) in a practice setting in rural New South Wales, Australia to determine how well their training prepared them to be junior doctors (3-4 years after graduation), and what aspects of that training they thought were particularly useful. METHODS: In-depth interviews. RESULTS: Fourteen junior doctors were interviewed...
September 2016: Medical Teacher
Rashmi Shahi, Lucie Walters, Helena Ward, Richard J Woodman, David Prideaux
OBJECTIVES: As community settings are being used increasingly in undergraduate medical programmes, this study aimed to explore and compare the clinical experiences of students in hospital-based and community-based training programmes. It measured students' clinical participation and compared the perspectives of Year 3 medical students in three different models of clinical education: a tertiary hospital block programme; a community hybrid programme, and a rural longitudinal integrated clerkship (LIC) programme...
December 2015: Medical Education
Judith N Hudson, Brett Thomson, Kathryn M Weston, Patricia J Knight-Billington
INTRODUCTION: Two small rural towns in Australia, where medical practitioners provide primary care to the population, including emergency, anaesthetic and obstetric services, were early adopters of an innovative year-long integrated clerkship (clinical placement) designed to foster medical student skill attainment and a commitment to underserved rural communities. Primary care vocational trainees had previously trained in the region. Engaging with the university to participate in the clerkship initiative for undergraduate medical education offered the local healthcare service an opportunity to really integrate education with service...
July 2015: Rural and Remote Health
Timothy V Dubé, Robert J Schinke, Roger Strasser, Ian Couper, Nancy E Lightfoot
CONTEXT: This paper describes the transition processes experienced by Year 3 medical students during their longitudinal integrated clerkship (LIC). The authors conceptualise the stages that encompass the transition through a LIC. OBJECTIVES: The purpose of this study was to understand the perspectives of 12 Northern Ontario School of Medicine (NOSM) Year 3 medical students about their transition process. METHODS: Data were collected longitudinally through three conversational interviews with each of these students, occurring before, during and after the clerkship...
October 2015: Medical Education
Jennene A Greenhill, Judi Walker, Denese Playford
INTRODUCTION: The establishment of the rural clinical schools funded through the Commonwealth Department of Health and Ageing (now Department of Health) Rural Clinical Training and Support program over a decade ago has been a significant policy initiative in Australian rural health. This article explores the impacts of this policy initiative and presents the wide range of educational innovations contextualised to each rural community they serve. METHODS: This article reviews the achievements of the Australian rural clinical and regional medical schools (RCS/RMS) through semi-structured interviews with the program directors or other key informants...
July 2015: Rural and Remote Health
Jordan White, Alison Riese, Brian Clyne, Marcia W Vanvleet, Paul George
Population and Clinical Medicine (PCM) I & II constitute two of the nine courses established for the Warren Alpert Medical School of Brown University's (AMS) innovative dual-degree Primary Care-Population Medicine (PC-PM) program. The courses will run consecutively during students' third year in the program, in conjunction with the Longitudinal Integrated Clerkship (LIC). Throughout the courses, students will examine the intersection between population and clinical medicine with a focus on vulnerable populations, the social and community context of care, quality improvement, and leadership...
September 1, 2015: Rhode Island Medical Journal
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