Citations (16)
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Shalini Gupta & Stella Howden. (2021) Insights into post-longitudinal integrated clerkship experience: medical students’ perceptions of transition and learning. Education for Primary Care 32:4, pages 211-218.
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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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Daisuke Kato & Kenya Ie. (2017) Comments on “comparing a longitudinal integrated clerkship with traditional hospital-based rotations in a rural setting”. Medical Teacher 39:9, pages 1004-1004.
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Articles from other publishers (13)
Sedighe Hosseini-Jebeli, Arash Tehrani-Banihashemi, Babak Eshrati, Ali Mehrabi, Mahshid Roohravan Benis & Marzieh Nojomi. (2024) Hospital capacities and response to COVID-19 pandemic surges in Iran: A quantitative model-based study. Journal of Education and Health Promotion 13:1.
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Jason S. Hedrick & Erin McHenry‐Sorber. (2023) Negotiating the Gemeinschaft/Gesellschaft Dichotomy: Appalachian Medical Student Perceptions of Practice☆. Rural Sociology 88:3, pages 763-790.
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Rachel A Kracaw, Jessica Hernandez-Moreno, Oscar I Estrada Munoz, Corrin C Sullivan, Neil Haycocks & Gary K Shen. (2023) The Perception of Surgery Program Directors of Residency Applicants From Longitudinal Integrated Curriculum Medical Schools: A Survey of the Association of Program Directors in Surgery Members. Cureus.
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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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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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Sabine Herget, Melanie Nafziger, Stephanie Sauer, Markus Bleckwenn, Thomas Frese & Tobias Deutsch. (2021) How to increase the attractiveness of undergraduate rural clerkships? A cross-sectional study among medical students at two German medical schools. BMJ Open 11:6, pages e046357.
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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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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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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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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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John Wheat, John Brandon, Melissa Cox, Scott Thomas, Susan Guin & James Leeper. (2019) Teaching Medical Students in the Rural Setting Long Term: Physicians’ Attitudes and Perceptions. Southern Medical Journal 112:10, pages 526-530.
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Vivian Isaac, Sabrina Winona Pit & Craig S. McLachlan. (2018) Self-efficacy reduces the impact of social isolation on medical student’s rural career intent. BMC Medical Education 18:1.
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