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Medical Teacher Volume 35, 2013 - Issue 12
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Twelve Tips

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]
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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.
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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.
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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.
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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.
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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.
Pages 989-995 | Published online: 24 Jul 2013

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Megan EL. Brown, Ravi Parekh, Kevin Anderson, Nabilah Mayat & Andy McKeown. (2022) ‘It was the worst possible timing’: the response of UK Longitudinal Integrated Clerkships to Covid-19. Education for Primary Care 33:5, pages 288-295.
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Catriona Innes, Gordon Rushworth, Brian Addison, Yvonne Wedekind, Emma Watson, Ian Rudd, Ailsa Power & Scott Cunningham. (2022) An innovative General Practice based Pharmacy Longitudinal Clerkship: using theory to characterise its development, implementation and initial evaluation. Education for Primary Care 33:3, pages 173-179.
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Megan E. L. Brown, Paul E. S. Crampton, Kevin Anderson & Gabrielle M. Finn. (2021) Not all who wander are lost: evaluation of the Hull York medical school longitudinal integrated clerkship. Education for Primary Care 32:3, pages 140-148.
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Lara Fuller, Mary Lawson & Jessica Beattie. (2021) The impact of clerkship model and clinical setting on medical student’s participation in the clinical workplace: A comparison of rural LIC and rural block rotation experience. Medical Teacher 43:3, pages 307-313.
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Saskia SL Mol, H Carrie Chen, Anke HM Steerneman, Esther de Groot & Dorien LM Zwart. (2019) The Feasibility of Longitudinal Patient Contacts in a Large Medical School. Teaching and Learning in Medicine 31:2, pages 178-185.
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Maggie Bartlett, Jon Dowell, Fiona Graham, Kara Knight, Susan Law, Penny Lockwood, Fiona Muir, Jean Robson & Emma Watson. (2019) Dundee’s Longitudinal Integrated Clerkship: drivers, implementation and early evaluation. Education for Primary Care 30:2, pages 72-79.
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Lindsay Mazotti, Jennifer Adams, Bruce Peyser, Katherine Chretien, Briar Duffy & David A. Hirsh. (2019) Diffusion of innovation and longitudinal integrated clerkships: Results of the clerkship directors in internal medicine annual survey. Medical Teacher 41:3, pages 347-353.
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Andy McKeown & Ravi Parekh. (2017) Longitudinal integrated clerkships in the community. Education for Primary Care 28:3, pages 185-187.
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Judith Nicky Hudson, Ann N. Poncelet, Kath M. Weston, John A. Bushnell & Elizabeth A Farmer. (2017) Longitudinal integrated clerkships. Medical Teacher 39:1, pages 7-13.
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Jillian Diuguid-Gerber, Samuel Porter, Samuel C. Quiah, Katherine Nickerson, Deborah Jones, Zeena Audi & Boyd F. Richards. (2017) The Columbia-Bronx VA amalgamative clerkship: an effective, 12-week, integrated, longitudinal clinical experience. Medical Education Online 22:1.
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Sharon A Bentley, Amy Cartledge, Daryl J Guest, Skye Cappuccio & Craig A Woods. (2016) Practitioner perspectives on extended clinical placement programs in optometry. Clinical and Experimental Optometry 99:3, pages 248-257.
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David G. Brauer & Kristi J. Ferguson. (2015) The integrated curriculum in medical education: AMEE Guide No. 96. Medical Teacher 37:4, pages 312-322.
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Vanessa Sivam, Megan Brown, Neha Ahuja, Rupal Shah, Ravi Parekh & Sonia Kumar. (2023) The future integrated care workforce. The Clinical Teacher 20:4.
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Jacqueline M Kirkman, Sharon A Bentley, Ryan J Wood-Bradley, Craig A Woods & James A Armitage. (2022) Supervisor experiences of extended clinical placements in optometry: a mixed methods study. BMC Medical Education 22:1.
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Megan E.L. Brown, Catherine Ard, Jennifer Adams, Andrew O’Regan & Gabrielle M. Finn. (2022) Medical Student Identity Construction Within Longitudinal Integrated Clerkships: An International, Longitudinal Qualitative Study. Academic Medicine 97:9, pages 1385-1392.
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Jaya Shankar Kaushik, P. Ramachandran, Sahiba Kukreja, Piyush Gupta & Tejinder Singh. (2022) Delivering Electives the Clerkship Way: Consolidating the Student Doctor Method of Training. Indian Pediatrics 59:9, pages 710-715.
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Jama Goers, David Mulkey & Kenneth Oja. (2022) A call to reform undergraduate nursing clinical placements. Nursing Outlook 70:3, pages 371-373.
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Jessica Beattie, Marley J Binder & Lara Fuller. (2022) Rural longitudinal integrated clerkships and medical workforce outcomes: a scoping review protocol. BMJ Open 12:3, pages e058717.
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Elske Hissink, Wietske A. Fokkinga, Ronald R. M. Leunissen, C. R. M. G. Lia Fluit, A. F. M. Loek Nieuwenhuis & Nico H. J. Creugers. (2021) An innovative interprofessional dental clinical learning environment using entrustable professional activities. European Journal of Dental Education 26:1, pages 45-54.
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Ray Samuriwo, Alison Bullock, Katie Webb & Lynn V. Monrouxe. (2021) ‘Nurses whisper.’ Identities in nurses’ patient safety narratives of nurse‐trainee doctors’ interactions . Medical Education 55:12, pages 1394-1406.
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Aisling Kerr, Fiona Boland, Teresa Pawlikowska & Judith Strawbridge. (2021) Early longitudinal community pharmacy placements: Connection, integration and engagement. Research in Social and Administrative Pharmacy 17:7, pages 1313-1320.
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Alexandra Davidson, Eliane Shore, Lindsay Shirreff, Anita Shah & Rajiv Shah. (2021) Validating an Obstetrics and Gynaecology Longitudinal Integrated Clerkship Curriculum at the University of Toronto: A Four-Year Review. Journal of Obstetrics and Gynaecology Canada 43:3, pages 372-375.
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Megan El Brown, Paul Whybrow, Gavin Kirwan & Gabrielle M. Finn. (2020) Professional identity formation within Longitudinal Integrated Clerkships: a scoping review protocol. Systematic Reviews 9:1.
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Archana Pradhan, Susan Bliss, Samantha Buery-Joyner, LaTasha Craig, Elise Everett, David Forstein, Scott Graziano, Laura Hopkins, Margaret McKenzie, Helen Morgan, Sarah Page-Ramsey & Star Hampton. (2020) To the Point: Integrating the Obstetrics and Gynecology Core Clerkship into a Longitudinal Integrated Curriculum in US Medical Schools. Medical Science Educator 30:4, pages 1605-1610.
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Douglas Stupart, Jessica Beattie, Mary Lawson, David Watters & Lara Fuller. (2020) Medical Students Can Learn Surgery Effectively in a Rural Longitudinal Integrated Clerkship. Journal of Surgical Education 77:6, pages 1407-1413.
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D B T Robinson, L Hopkins, O P James, C Brown, A G M T Powell, S Hemington-Gorse, T Abdelrahman, W G Lewis & R J Egan. (2020) Surgical training rotation design: effects of hospital type, rotation theme and duration. BJS Open 4:5, pages 970-976.
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Maria MylopoulosKulamakan (Mahan) KulasegaramKaren WeymanStacey BernsteinMaria Athina (Tina) Martimianakis. (2020) Same but Different: Exploring Mechanisms of Learning in a Longitudinal Integrated Clerkship. Academic Medicine 95:3, pages 411-416.
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Maggie Bartlett, Ian Couper, Ann Poncelet & Paul Worley. (2020) The do’s, don’ts and don’t knows of establishing a sustainable longitudinal integrated clerkship. Perspectives on Medical Education 9:1, pages 5-19.
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Julie S Byerley, Johanna H Foster & Gary L Beck Dallaghan. (2020) Establishing Regional Medical Campuses to Ensure Comparable Experiences: Recommendations From a Narrative Review. Journal of Medical Education and Curricular Development 7, pages 238212052093661.
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Jessica Beattie, Marley Binder, Vivienne Ramsbottom & Lara Fuller. (2019) The role of vertically integrated learning in a rural longitudinal integrated clerkship. BMC Medical Education 19:1.
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Sarah Fraser, Alexander D. Wright, Paul van Donkelaar & Jonathan D. Smirl. (2019) Cross-sectional comparison of spiral versus block integrated curriculums in preparing medical students to diagnose and manage concussions. BMC Medical Education 19:1.
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Megan EL Brown, Kevin Anderson & Gabrielle M Finn. (2019) A Narrative Literature Review Considering the Development and Implementation of Longitudinal Integrated Clerkships, Including a Practical Guide for Application. Journal of Medical Education and Curricular Development 6, pages 238212051984940.
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Roman Hari, Michael Harris, Peter Frey & Sven Streit. (2018) Broadening the clinical spectrum for medical students towards primary care: a pre-post analysis of the effect of the implementation of a longitudinal clerkship in general practice. BMC Medical Education 18:1.
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Christine D. Ford, Premal G. Patel, Victor S. Sierpina, Mark W. Wolffarth & Judith L. Rowen. (2018) Longitudinal Continuity Learning Experiences and Primary Care Career Interest: Outcomes from an Innovative Medical School Curriculum. Journal of General Internal Medicine 33:10, pages 1817-1821.
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Chris Roberts, Michele Daly, Fabian Held & David Lyle. (2016) Social learning in a longitudinal integrated clinical placement. Advances in Health Sciences Education 22:4, pages 1011-1029.
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Bonnie M. Vest, Abigail Lynch, Denise McGuigan, Timothy Servoss, Karen Zinnerstrom & Andrew B. Symons. (2016) Using standardized patient encounters to teach longitudinal continuity of care in a family medicine clerkship. BMC Medical Education 16:1.
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Klaus B. von Pressentin, Firdouza Waggie & Hoffie Conradie. (2016) Towards tailored teaching: using participatory action research to enhance the learning experience of Longitudinal Integrated Clerkship students in a South African rural district hospital. BMC Medical Education 16:1.
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Rachel H Ellaway, Lisa Graves & Beth-Ann Cummings. (2016) Dimensions of integration, continuity and longitudinality in clinical clerkships. Medical Education 50:9, pages 912-921.
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Rachel H Ellaway & Joanna Bates. (2015) Exploring patterns and pattern languages of medical education. Medical Education 49:12, pages 1189-1196.
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Shiva Sarraf-Yazdi, Sandy Cook & Robert K Kamei. (2014) Calculated Overhaul Versus Cultivating the Status Quo in Clinical Education. Annals of the Academy of Medicine, Singapore 43:3, pages 132-133.
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