What’s not to LIC?
- Rachel H. Ellaway
- … show all 1 hide
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
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 There is an air amongst those schools that have adopted this model of clinical education that we have escaped the outdated and ineffective bounds of specialty block rotations to a more educationally satisfying, liberating and productive way of training physicians.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 ...
- Cook, DA (2012) If you teach them, they will learn: Why medical education needs comparative effectiveness research. Advances in Health Sciences Education: Theory and Practice 17: pp. 305-310 CrossRef
- Couper, I, Worley, PS, Strasser, R (2011) Rural longitudinal integrated clerkships: Lessons from two programs on different continents. Rural and Remote Health 11: pp. 1665
- Hauer, KE, Hirsh, D, Ma, I, Hansen, L, Ogur, B, Poncelet, AN, Alexander, EK, O’Brien, BC (2012) The role of role: Learning in longitudinal integrated and traditional block clerkships. Medical Education 46: pp. 698-710 CrossRef
- Hauer, KE, O’Brien, B, Poncelet, AN (2009) Longitudinal, integrated clerkship education: Better for learners and patients. Academic Medicine 84: pp. 821 CrossRef
- Hemmer, P (2009) Longitudinal, integrated clerkship education: Is different better? Counterpoint. Academic Medicine 84: pp. 822 CrossRef
- Hirsh, D, Gaufberg, E, Ogur, B, Cohen, P, Krupat, E, Cox, M, Pelletier, S, Bor, D (2012) Educational outcomes of the Harvard Medical School–Cambridge integrated clerkship: A way forward for medical education. Academic Medicine 87: pp. 643-650 CrossRef
- Konkin, J., & Suddards, C. (2012). Creating stories to live by: Caring and professional identity formation in a longitudinal integrated clerkship. Advances in Health Sciences Education: Theory and Practice, 17(4), 585–596.
- Norris, TE, Schaad, DC, DeWitt, D, Ogur, B, Hunt, DD (2009) Consortium of Longitudinal Integrated Clerkships. Longitudinal integrated clerkships for medical students: an innovation adopted by medical schools in Australia, Canada, South Africa, and the United States. Academic Medicine 84: pp. 902-907 CrossRef
- What’s not to LIC?
Advances in Health Sciences Education
Volume 18, Issue 1 , pp 135-138
- Cover Date
- Print ISSN
- Online ISSN
- Springer Netherlands
- Additional Links
- Author Affiliations
- 1. Undergraduate Medical Education and Division of Human Sciences, Northern Ontario School of Medicine, Sudbury, Ontario, Canada