Citations (31)
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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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Jomcy John & Megan EL Brown. (2022) The impact of longitudinal integrated clerkships on patient care: a qualitative systematic review. Education for Primary Care 33:3, pages 137-147.
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Martin V. Consunji, R. Jeffrey Kohlwes & Jennifer M. Babik. (2021) Evaluation of a longitudinal subspecialty clinic for internal medicine residents. Medical Education Online 26:1.
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Marni Krehnbrink, Kunal Patel, Julie Byerley, Heather Tarantino, Bruce Peyser, Lauren Payne, Kathleen Foley & Robyn Latessa. (2020) Physician Preceptor Satisfaction and Productivity Across Curricula: A Comparison Between Longitudinal Integrated Clerkships And Traditional Block Rotations. Teaching and Learning in Medicine 32:2, pages 176-183.
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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 A. Mazotti, Jennifer E. Adams & Dawn E. DeWitt. A value analysis of longitudinal integrated clerkships: consideration of costs and benefits. Education for Primary Care 0:0, pages 1-7.
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Jennifer E. Adams, Sheilah Jiménez, Vishnu Kulasekaran, Anne Frank, Catherine Ard, Kristina Sandquist & Heather M. Cassidy. Characterization of Distinctive Teaching Practices in Longitudinal Integrated Clerkships: Perspectives From Students and Faculty. Teaching and Learning in Medicine 0:0, pages 1-13.
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Articles from other publishers (24)
David A. Hirsh, Paul E. S. Crampton & Nora Y. Osman. (2023) Applying self‐determination theory to stem medical schools' clinical teacher sustainability crisis. Medical Education 58:1, pages 118-128.
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Robyn A. Latessa, Shelley L. Galvin, Robert A. Swendiman, Joshua Onyango, Bayla Ostrach, Amy C. Edmondson, Scott A. Davis & David A. Hirsh. (2023) Psychological safety and accountability in longitudinal integrated clerkships: a dual institution qualitative study. BMC Medical Education 23:1.
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Stacy K. Eddings, Laura L. Brown & Steven Godin. (2023) Qualitative Findings of a Nominal Group Process to Identify Critical Factors in New LIC Implementation. Journal of Medical Education and Curricular Development 10.
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Jochanan BenbassatJochanan Benbassat. 2023. Teaching Professional Attitudes and Basic Clinical Skills to Medical Students. Teaching Professional Attitudes and Basic Clinical Skills to Medical Students
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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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Bianca S. Shagrin, Galina Gheihman, Amy M. Sullivan, Honghe Li & David A. Hirsh. (2022) Faculty perspectives on facilitating medical students' longitudinal learning: A mixed‐methods study. Medical Education 56:10, pages 1002-1016.
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Megan E.L. BrownCatherine ArdJennifer AdamsAndrew O’ReganGabrielle 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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Helen J. Madsen, Jennifer E. Adams & Kshama R. Jaiswal. (2022) On the brink of change: faculty and housestaff perceptions of surgical clerkship teaching. Global Surgical Education - Journal of the Association for Surgical Education 1:1.
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A. Itzam Marin, Helio Neves da Silva, Hongan Chen, Nihaal Mehta, Linh K. Nguyen, Jeffrey R. SooHoo, Jennifer E. Adams & Jasleen K. Singh. (2022) A Third-Year Medical School Ophthalmology Curriculum for a Longitudinal Integrated Clerkship Model. Journal of Academic Ophthalmology 14:02, pages e209-e215.
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Michael S. Ryan, Rebecca KhamishonAlicia RichardsRobert PereraAdam GarberSally A. Santen. (2021) A Question of Scale? Generalizability of the Ottawa and Chen Scales to Render Entrustment Decisions for the Core EPAs in the Workplace. Academic Medicine 97:4, pages 552-561.
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Linda H. A. Bonnie, Gaston R. Cremers, Mana Nasori, Anneke W. M. Kramer & Nynke van Dijk. (2021) Longitudinal training models for entrusting students with independent patient care?: A systematic review. Medical Education 56:2, pages 159-169.
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Guilherme Luz Tortorella, Gopalakrishnan Narayanamurthy, Vijaya Sunder M & Paulo A Cauchick-Miguel. (2021) Operations Management teaching practices and information technologies adoption in emerging economies during COVID-19 outbreak. Technological Forecasting and Social Change 171, pages 120996.
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Valerie D. WeberDana C. FarabaughAmy C. FuchsRobin C. SmithJenna E. Kocsis. (2021) First Into the Lifeboats: Protecting Medical Student Education During the Hahnemann University Hospital Closure. Academic Medicine 96:9, pages 1263-1267.
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Robert Lam & Chad Stickrath. (2020) It Takes a Village: Utilizing a Community‐based Longitudinal Integrated Clerkship Model at a Regional Medical Campus to Provide the Core Emergency Medicine Clerkship Experience. AEM Education and Training 5:1, pages 5-11.
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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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Robert EnglanderEric HolmboePaul BataldenRosemary M. CaronCarol F. DurhamTina FosterGreg OgrincNacide Ercan-FangMaren Batalden. (2019) Coproducing Health Professions Education: A Prerequisite to Coproducing Health Care Services?. Academic Medicine 95:7, pages 1006-1013.
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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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Mim Ari, Julie A. Venci, Vishnu Kulasekaran & Jennifer E. Adams. (2019) Team-Based Learning in a Longitudinal Integrated Clerkship: an Opportunity for Integrated Multidisciplinary Learning and Curricular Focus on the Underserved. Medical Science Educator 30:1, pages 625-629.
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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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Robert J. FlickCaitlin Felder-HeimJennifer GongJanet CorralKathryn KalataAlejandro MarinJennifer E. Adams. (2019) Alliance, Trust, and Loss: Experiences of Patients Cared for by Students in a Longitudinal Integrated Clerkship. Academic Medicine 94:11, pages 1806-1813.
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Kathryn M. Andolsek. (2019) One Small Step for Step 1. Academic Medicine 94:3, pages 309-313.
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Jochanan Benbassat. (2018) Hypothesis: the hospital learning environment impedes students’ acquisition of reflectivity and medical professionalism. Advances in Health Sciences Education 24:1, pages 185-194.
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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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Carla S. LupiAllison R. OwnbyJanet A. JokelaWilliam B. CutrerAngela K. Thompson-BuschMarina CatallozziJames M. NobleJonathan M. Amiel. (2018) Faculty Development Revisited: A Systems-Based View of Stakeholder Development to Meet the Demands of Entrustable Professional Activity Implementation. Academic Medicine 93:10, pages 1472-1479.
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