, Volume 18, Issue 1, pp 135-138
Date: 01 Nov 2012

What’s not to LIC?

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The longitudinal integrated clerkship (LIC) is currently one of the most potent symbols of progressive thinking in contemporary medical education. There is an air amongst those schools that have adopted this model of clinical education that we have escaped the outdated and ineffective bounds of specialty block rotations to a more educationally satisfying, liberating and productive way of training physicians. The small but growing literature on this model identifies the benefits of this model as enabling: greater learner involvement in the continuity of patient care; the ability to act as patient advocates; greater continuity of supervision; a more structured progression of learning; extended opportunities to learn by taking on a physician’s role; heightened learner confidence, satisfaction, engagement, and performance; and greater opportunities for both independent and collaborative practice (Hauer et al. 2009; Norris et al. 2009; Couper et al. 2011; Hauer et al. 2012; Hi ...

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This comment refers to the article available at: http://dx.doi.org/10.1007/s10459-011-9335-y.