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Medical Teacher Volume 35, 2013 - Issue 6
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Research Article

Patient views of continuity relationships with medical students

Ann N. PonceletUniversity of California, USA; ANN N. PONCELET, MD, is a Professor of Neurology at the University of California, San Francisco (UCSF) and is the Rowe Endowed Chair for Teaching in Neurology. She is co-director of the first UCSF LIC and oversees all UCSF LIC programs.Correspondence[email protected]
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Maria WamsleyUniversity of California, USA; MARIA A. WAMSLEY, MD, is a Professor of Clinical Medicine at UCSF and is the co-director of the first UCSF LIC. She is the co-director of the longitudinal clerkship for students in traditional block rotations.
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Karen E. HauerUniversity of California, USA; KAREN E. HAUER, MD, is a Professor of Medicine at UCSF and the Gold Headed Cane Endowed Chair in Education in Medicine. She is Director of Internal Medicine Clerkships, and serves as Director of Student Assessment for the School of Medicine.
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Cindy LaiUniversity of California, USA; CINDY J. LAI, MD, is an Associate Professor of Medicine at UCSF. She is a site director for the medicine clerkship and the LIC inpatient departmental liaison. She directs Intersessions, a longitudinal third-year medical school course on professional development, medical ethics, health policy, clinical decision-making and translational medicine.
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Taleesha BeckerUniversity of California, USA; TALEESHA BECKER is a medical student at Emory University School of Medicine. She has worked as a Research Assistant at UCSF and San Francisco General Hospital. She has a Masters degree in Social Service Administration from the University of Chicago and worked with non-profits serving underprivileged youth.
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Bridget O'BrienUniversity of California, USA; BRIDGET C. O’BRIEN, PhD, is a Assistant Professor in the Department of Medicine and in the Office of Medical Education at UCSF. She is the director of evaluation for the SFVA Center of Excellence in Primary Care Education.
Pages 465-471 | Published online: 12 Mar 2013

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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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Tali Ziv, Maria Wamsley, Cindy J. Lai, Elizabeth P. Griffiths, Alexandra Maxey, Irina (Era) Kryzhanovskaya & Arianne Teherani. (2022) A is for advocacy: How introducing student advocacy assessment impacts longitudinal integrated clerkship students and clinical supervisors. Medical Teacher 44:2, pages 149-157.
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Zoë McElhinney & Maggie Bartlett. (2021) Disrupting the consultation: students empowering patients in a longitudinal clerkship. Education for Primary Care 32:6, pages 344-350.
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Arabella L. Simpkin, Andrew McKeown, Ravi Parekh, Sonia Kumar & Gareth Tudor-Williams. (2019) Identifying central tenets needed in our education systems: Results from a pilot integrated clinical apprenticeship. Medical Teacher 41:7, pages 780-786.
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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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Margaret Henderson, Susan Upham, David King, Marie-Louise Dick & Mieke van Driel. (2018) Medical students, early general practice placements and positive supervisor experiences. Education for Primary Care 29:2, pages 71-78.
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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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Jennifer G. Christner, Gary Beck Dallaghan, Gregory Briscoe, Petra Casey, Ruth Marie E. Fincher, Lynn M. Manfred, Katherine I. Margo, Peter Muscarella, Joshua E. Richardson, Joseph Safdieh & Beat D. Steiner. (2016) The Community Preceptor Crisis: Recruiting and Retaining Community-Based Faculty to Teach Medical Students—A Shared Perspective From the Alliance for Clinical Education. Teaching and Learning in Medicine 28:3, pages 329-336.
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BridgetC. O’Brien & DavidM. Irby. (2013) Enacting the Carnegie Foundation Call for Reform of Medical School and Residency. Teaching and Learning in Medicine 25:sup1, pages S1-S8.
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Articles from other publishers (25)

Langalibalele Honey Mabuza & Mosa Moshabela. (2023) What do medical students and their clinical preceptors understand by primary health care in South Africa? A qualitative study. BMC Medical Education 23:1.
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Alastair Dodsworth, Katie Munro, Hugh Alberti, David A. Hirsh, Paul Paes & Jan Illing. (2023) Patient outcomes in a Longitudinal Integrated Clerkship: A systematic literature review. Medical Education 57:9, pages 820-832.
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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. 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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Jane O’Doherty, Sarah Hyde, Raymond O’Connor, Megan E. L. Brown, Peter Hayes, Vikram Niranjan, Aidan Culhane, Pat O’Dwyer, Patrick O’Donnell, Liam Glynn & Andrew O’Regan. (2021) Development and sustainment of professional relationships within longitudinal integrated clerkships in general practice (LICs): a narrative review. Irish Journal of Medical Science (1971 -) 191:1, pages 447-459.
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Yaw-Wen Chang, David A. Hirsh, Wen-Hui Fang, Honghe Li, Wen-Chii Tzeng & Senyeong Kao. (2021) Patient perceptions of students in a longitudinal integrated clerkship in Taiwan: a qualitative study. BMC Medical Education 21:1.
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Maria Wamsley, Laeesha Cornejo, Irina Kryzhanovskaya, Brian W Lin, Joseph Sullivan, Jordan Yoder & Tali Ziv. (2021) Best Practices for Integrating Medical Students Into Telehealth Visits. JMIR Medical Education 7:2, pages e27877.
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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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Albertine S. BeardAmy E. CandyTravis J. AndersonNicholas P. DerricoKhalid A. IshaniAmy A. GravelyRobert EnglanderNacide G. Ercan-Fang. (2020) Patient Satisfaction With Medical Student Participation in a Longitudinal Integrated Clerkship: A Controlled Trial. Academic Medicine 95:3, pages 417-424.
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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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Daniel B. Evans, Bruce L. Henschen, Ann N. Poncelet, LuAnn Wilkerson & Barbara Ogur. (2019) Continuity in Undergraduate Medical Education: Mission Not Accomplished. Journal of General Internal Medicine 34:10, pages 2254-2259.
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Joshua Bernstein, Sarah Wood, Robyn Latessa & David A. Hirsh. (2018) Teaching in longitudinal integrated clerkships: the seven ‘C's. The Clinical Teacher 16:2, pages 101-107.
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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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Ann Poncelet & Cindy J Lai. (2017) Going from good to great: explicating norms through continuity in the clinical workplace. Medical Education 51:8, pages 777-779.
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Nora Osman, Alev Atalay, Arundhati Ghosh, Yamini Saravanan, Bianca Shagrin, Tara Singh & David Hirsh. (2017) Structuring Medical Education for Workforce Transformation: Continuity, Symbiosis and Longitudinal Integrated Clerkships. Education Sciences 7:2, pages 58.
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Arabella L Simpkin & Katherine E Walesby. (2017) Training tomorrow's doctors. Future Hospital Journal 4:1, pages 56-60.
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Kimberley Dale Ivory, Georgina Luscombe, Linda Ann KleinAlexandra Barratt. (2017) “Thank You for Giving Me a Voice!” A Longitudinal Evaluation of Patients’ Experience of Partnering With Students in an Australian Medical School. Journal of Medical Education and Curricular Development 4, pages 238212051769277.
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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. (2017) How do we enhance undergraduate healthcare education in dementia? A review of the role of innovative approaches and development of the Time for Dementia Programme. International Journal of Geriatric Psychiatry 32:1, pages 68-75.
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Dorene F. BalmerDavid A. HirshDaphne MonieHenry WeilBoyd F. Richards. (2016) Caring to Care: Applying Noddings’ Philosophy to Medical Education. Academic Medicine 91:12, pages 1618-1621.
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Ivar J. Aaraas. (2016) Legeutdanning i og for distriktene. Uniped 39:4, pages 293-303.
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Paul Worley, Ian Couper, Roger Strasser, Lisa Graves, Beth-Ann Cummings, Richard Woodman, Pamela Stagg & David Hirsh. (2016) A typology of longitudinal integrated clerkships. Medical Education 50:9, pages 922-932.
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Matthew S. EllmanDaniel G. TobinJadwiga StepczynskiBenjamin Doolittle. (2016) Continuity of Care as an Educational Goal but Failed Reality in Resident Training: Time to Innovate. Journal of Graduate Medical Education 8:2, pages 150-153.
Crossref
Ann Poncelet & J. Hudson. (2015) Student Continuity with Patients: A System Delivery Innovation to Benefit Patient Care and Learning (Continuity Patient Benefit). Healthcare 3:3, pages 607-618.
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