Twelve tips for designing and running longitudinal integrated clerkships

Rachel EllawayNorthern Ontario School of Medicine, Canada; RACHEL ELLAWAY, PhD, is the Assistant Dean Curriculum and Planning and an Associate Professor in the Division of Human Sciences at the Northern Ontario School of Medicine. Dr Ellaway is a medical education generalist with a focus on medical education systems and informatics and she is a regular columnist for Medical Teacher.Correspondence[email protected]

Lisa GravesNorthern Ontario School of Medicine, Canada; LISA GRAVES, MD, is the Associate Dean for Undergraduate Medical Education and an Associate Professor in the Division of Clinical Sciences at the Northern Ontario School of Medicine. She is a family physician with interests in maternity care and care of vulnerable populations. Dr Graves led the development of LIC activity as clerkship director at McGill University before joining NOSM.

Sue BerryNorthern Ontario School of Medicine, Canada; SUE BERRY, DipPT, BA, MCE, is the Executive Director of Integrated Clinical Learning and an Associate Professor in the Division of Clinical Sciences at the Northern Ontario School of Medicine and Assistant Professor in the School of Rehabilitation Science at McMaster University. Ms. Berry holds a longstanding inter-institutional role in developing interprofessional learning and practice initiatives, and more recently, creating a new model of integrated clinical learning within distributed community-engaged teaching sites.

Doug MyhreUniversity of Calgary, Canada; BETH-ANN CUMMINGS, MD, MSc, the Clerkship Director for the Faculty of Medicine and an Assistant Professor in the Department of Medicine working as a General Internist at McGill University. Dr Cummings is an active member of McGill University's Centre for Medical Education with a focus on undergraduate medical education and assessment.

Beth-Ann CummingsMcGill University, Canada; DOUGLAS MYHRE, MD, CCFP, FCFP, is the Associate Dean Distributed Learning and Rural Initiatives at the University of Calgary and a family physician. Dr Myhre implemented the Calgary LIC and leads networked education in Calgary.

Jill KonkinUniversity of Alberta, Canada; JILL KONKIN, MD, is the Associate Dean, Community Engagement in the Faculty of Medicine & Dentistry at the University of Alberta. Dr Konkin is a family doctor. She developed and implemented the LIC at the University of Alberta.

Abstract

Longitudinal integrated clerkships (LICs) involve learners spending an extended time in a clinical setting (or a variety of interlinked clinical settings) where their clinical learning opportunities are interwoven through continuities of patient contact and care, continuities of assessment and supervision, and continuities of clinical and cultural learning. Our twelve tips are grounded in the lived experiences of designing, implementing, maintaining, and evaluating LICs, and in the extant literature on LICs. We consider: general issues (anticipated benefits and challenges associated with starting and running an LIC); logistical issues (how long each longitudinal experience should last, where it will take place, the number of learners who can be accommodated); and integration issues (how the LIC interfaces with the rest of the program, and the need for evaluation that aligns with the dynamics of the LIC model). Although this paper is primarily aimed at those who are considering setting up an LIC in their own institutions or who are already running an LIC we also offer our recommendations as a reflection on the broader dynamics of medical education and on the priorities and issues we all face in designing and running educational programs.

Twelve tips for designing and running longitudinal integrated clerkships

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Twelve tips for designing and running longitudinal integrated clerkships

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