Literature DB >> 24867551

Creating a longitudinal integrated clerkship with mutual benefits for an academic medical center and a community health system.

Ann Noelle Poncelet1, Lindsay A Mazotti2, Bruce Blumberg3, Maria A Wamsley4, Tim Grennan5, William B Shore6.   

Abstract

The longitudinal integrated clerkship is a model of clinical education driven by tenets of social cognitive theory, situated learning, and workplace learning theories, and built on a foundation of continuity between students, patients, clinicians, and a system of care. Principles and goals of this type of clerkship are aligned with primary care principles, including patient-centered care and systems-based practice. Academic medical centers can partner with community health systems around a longitudinal integrated clerkship to provide mutual benefits for both organizations, creating a sustainable model of clinical training that addresses medical education and community health needs. A successful one-year longitudinal integrated clerkship was created in partnership between an academic medical center and an integrated community health system. Compared with traditional clerkship students, students in this clerkship had better scores on Clinical Performance Examinations, internal medicine examinations, and high perceptions of direct observation of clinical skills.Advantages for the academic medical center include mitigating the resources required to run a longitudinal integrated clerkship while providing primary care training and addressing core competencies such as systems-based practice, practice-based learning, and interprofessional care. Advantages for the community health system include faculty development, academic appointments, professional satisfaction, and recruitment.Success factors include continued support and investment from both organizations' leadership, high-quality faculty development, incentives for community-based physician educators, and emphasis on the mutually beneficial relationship for both organizations. Development of a longitudinal integrated clerkship in a community health system can serve as a model for developing and expanding these clerkship options for academic medical centers.

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Mesh:

Year:  2014        PMID: 24867551      PMCID: PMC4022558          DOI: 10.7812/TPP/13-137

Source DB:  PubMed          Journal:  Perm J        ISSN: 1552-5767


  17 in total

1.  PRISMS: new educational strategies for medical education.

Authors:  J Bligh; D Prideaux; G Parsell
Journal:  Med Educ       Date:  2001-06       Impact factor: 6.251

2.  Theoretical perspectives in medical education: past experience and future possibilities.

Authors:  Karen V Mann
Journal:  Med Educ       Date:  2011-01       Impact factor: 6.251

Review 3.  Overview of current learning theories for medical educators.

Authors:  Dario M Torre; Barbara J Daley; James L Sebastian; D Michael Elnicki
Journal:  Am J Med       Date:  2006-10       Impact factor: 4.965

4.  "Continuity" as an organizing principle for clinical education reform.

Authors:  David A Hirsh; Barbara Ogur; George E Thibault; Malcolm Cox
Journal:  N Engl J Med       Date:  2007-02-22       Impact factor: 91.245

5.  Students' workplace learning in two clerkship models: a multi-site observational study.

Authors:  Bridget C O'Brien; Ann N Poncelet; Lori Hansen; David A Hirsh; Barbara Ogur; Erik K Alexander; Edward Krupat; Karen E Hauer
Journal:  Med Educ       Date:  2012-06       Impact factor: 6.251

6.  Outcomes of different clerkship models: longitudinal integrated, hybrid, and block.

Authors:  Arianne Teherani; David M Irby; Helen Loeser
Journal:  Acad Med       Date:  2013-01       Impact factor: 6.893

7.  Educational outcomes of the Harvard Medical School-Cambridge integrated clerkship: a way forward for medical education.

Authors:  David Hirsh; Elizabeth Gaufberg; Barbara Ogur; Pieter Cohen; Edward Krupat; Malcolm Cox; Stephen Pelletier; David Bor
Journal:  Acad Med       Date:  2012-05       Impact factor: 6.893

8.  The role of role: learning in longitudinal integrated and traditional block clerkships.

Authors:  Karen E Hauer; David Hirsh; Iris Ma; Lori Hansen; Barbara Ogur; Ann N Poncelet; Erik K Alexander; Bridget C O'Brien
Journal:  Med Educ       Date:  2012-07       Impact factor: 6.251

9.  Longitudinal integrated clerkships for medical students: an innovation adopted by medical schools in Australia, Canada, South Africa, and the United States.

Authors:  Thomas E Norris; Douglas C Schaad; Dawn DeWitt; Barbara Ogur; D Daniel Hunt
Journal:  Acad Med       Date:  2009-07       Impact factor: 6.893

10.  Development of a longitudinal integrated clerkship at an academic medical center.

Authors:  Ann Poncelet; Seth Bokser; Brook Calton; Karen E Hauer; Heidi Kirsch; Tracey Jones; Cindy J Lai; Lindsay Mazotti; William Shore; Arianne Teherani; Lowell Tong; Maria Wamsley; Patricia Robertson
Journal:  Med Educ Online       Date:  2011-04-04
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  12 in total

1.  Continuity in Undergraduate Medical Education: Mission Not Accomplished.

Authors:  Daniel B Evans; Bruce L Henschen; Ann N Poncelet; LuAnn Wilkerson; Barbara Ogur
Journal:  J Gen Intern Med       Date:  2019-10       Impact factor: 5.128

2.  Student and Preceptor Experiences in a Mini Longitudinal Integrated Clerkship: A Participatory Self-Study.

Authors:  Ryan Paulus; Dorvan Byler; Sharon Casapulla
Journal:  PRiMER       Date:  2020-09-29

3.  Longitudinal Continuity Learning Experiences and Primary Care Career Interest: Outcomes from an Innovative Medical School Curriculum.

Authors:  Christine D Ford; Premal G Patel; Victor S Sierpina; Mark W Wolffarth; Judith L Rowen
Journal:  J Gen Intern Med       Date:  2018-08-03       Impact factor: 5.128

4.  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.

Authors:  Robert Lam; Chad Stickrath
Journal:  AEM Educ Train       Date:  2020-03-25

Review 5.  Development and sustainment of professional relationships within longitudinal integrated clerkships in general practice (LICs): a narrative review.

Authors:  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
Journal:  Ir J Med Sci       Date:  2021-02-27       Impact factor: 1.568

6.  Using standardized patient encounters to teach longitudinal continuity of care in a family medicine clerkship.

Authors:  Bonnie M Vest; Abigail Lynch; Denise McGuigan; Timothy Servoss; Karen Zinnerstrom; Andrew B Symons
Journal:  BMC Med Educ       Date:  2016-08-17       Impact factor: 2.463

Review 7.  Decentralised training for medical students: a scoping review.

Authors:  Marietjie de Villiers; Susan van Schalkwyk; Julia Blitz; Ian Couper; Kalavani Moodley; Zohray Talib; Taryn Young
Journal:  BMC Med Educ       Date:  2017-11-09       Impact factor: 2.463

8.  Texting Brief Podcasts to Deliver Faculty Development to Community-Based Preceptors in Longitudinal Integrated Clerkships.

Authors:  Joshua Bernstein; Lindsay Mazotti; Tal Ann Ziv; Joanna Drowos; Sandra Whitlock; Sarah K Wood; Shelley L Galvin; Robyn Latessa
Journal:  MedEdPORTAL       Date:  2018-09-21

9.  Towards tailored teaching: using participatory action research to enhance the learning experience of Longitudinal Integrated Clerkship students in a South African rural district hospital.

Authors:  Klaus B von Pressentin; Firdouza Waggie; Hoffie Conradie
Journal:  BMC Med Educ       Date:  2016-03-08       Impact factor: 2.463

10.  Roadmap for creating an accelerated three-year medical education program.

Authors:  Shou Ling Leong; Joan Cangiarella; Tonya Fancher; Lisa Dodson; Colleen Grochowski; Vicky Harnik; Carol Hustedde; Betsy Jones; Christina Kelly; Allison Macerollo; Annette C Reboli; Melvin Rosenfeld; Kristen Rundell; Tina Thompson; Robert Whyte; Martin Pusic
Journal:  Med Educ Online       Date:  2017
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