Being an agent of change: a student’s view of the UK’s first yearlong Longitudinal Integrated Clerkship (LIC)

Mundell, Lewis

doi:10.1080/14739879.2018.1423643

Cited by 3 publications

(3 citation statements)

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“…Other institutions such as Imperial College and Hull York Medical School have piloted LIC programmes that run in primary and secondary care. It remains to be seen within the UK whether LIC will be introduced more widely into medical school curricula, but early student feedback is positive [23,24]. The COVID-19 pandemic may provide valuable insight into assessing how clinical placements can be improved within the medical curriculum in the UK.…”

Section: Discussionmentioning

confidence: 99%

The impact of the COVID-19 pandemic on final year medical students in the United Kingdom: a national survey

et al. 2020

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Background: The coronavirus disease (COVID-19) global pandemic has resulted in unprecedented public health measures. This has impacted the UK education sector with many universities halting campus-based teaching and examinations. The aim of this study is to identify the impact of COVID-19 on final year medical students' examinations and placements in the United Kingdom (UK) and how it might impact their confidence and preparedness going into their first year of foundation training. Methods: A 10-item online survey was distributed to final year medical students across 33 UK medical schools. The survey was designed by combining dichotomous, multiple choice and likert response scale questions. Participants were asked about the effect that the COVID-19 global pandemic had on final year medical written exams, electives, assistantships and objective structured clinical examinations (OSCEs). The survey also explored the student's confidence and preparedness going into their first year of training under these new unprecedented circumstances. Results: Four hundred forty students from 32 UK medical schools responded. 38.4% (n = 169) of respondents had their final OSCEs cancelled while 43.0% (n = 189) had already completed their final OSCEs before restrictions. 43.0% (n = 189) of assistantship placements were postponed while 77.3% (n = 340) had electives cancelled. The impact of COVID-19 on OSCEs, written examinations and student assistantships significantly affected students' preparedness (respectively p = 0.025, 0.008, 0.0005). In contrast, when measuring confidence, only changes to student assistantships had a significant effect (p = 0.0005). The majority of students feel that measures taken during this pandemic to amend their curricula was necessary. Respondents also agree that assisting in hospitals during the outbreak would be a valuable learning opportunity. Conclusions: The impact on medical student education has been significant, particularly affecting the transition from student to doctor. This study showed the disruptions to student assistantships had the biggest effect on students' confidence and preparedness. For those willing to assist in hospitals to join the front-line workforce, it is crucial to maintain their wellbeing with safeguards such as proper inductions, support and supervision.

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Section: Discussionmentioning

confidence: 99%

The impact of the COVID-19 pandemic on final year medical students in the United Kingdom: a national survey

et al. 2020

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“…27 There is contemporary debate as to where the true value of LICs is derived from. Many suggestions have been made as to possible sources of value within an LIC and benefits have been reported for participating students, 3,11,[26][27][28][29][30][31][32][33][34][35][36][37][38][39] tutors, 3,31,[39][40][41][42][43][44] organisations, 31,41,45,46 patie nts, 4,31,34,[47][48][49] and the communities 3,9,15,16,21,31,50,51 in which LICs operate (summarised in Figure 3). These benefits may be a motivating factor in an institution deciding to develop an LIC.…”

Section: Developing An Licmentioning

confidence: 99%

A Narrative Literature Review Considering the Development and Implementation of Longitudinal Integrated Clerkships, Including a Practical Guide for Application

Brown

Anderson

Finn

2019

Journal of Medical Education and Curricular Development

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Hailed by supporters as the answer to many challenges facing medical schools and the wider health care system, longitudinal integrated clerkships (LICs) offer a practical and sustainable alternative to more traditional block rotational models. Given this, their popularity as a curricular measure is increasing, although such clerkships remain relatively novel within the United Kingdom. This narrative literature review of international work provides a comprehensive introduction to developing and implementing LICs within medical education. This review generates a practical guide for medical educators with a focus on the development and implementation of LICs within the United Kingdom, on which there is little work. Using illustrated examples and with reference to contemporary literature, it outlines the rationale for considering an LIC within a curriculum, the different types of LIC, barriers and enabling factors to LIC implementation and considers the contemporary application of LIC models within the United Kingdom. The practical guide details key questions educators must consider when developing and implementing an LIC, particularly within the landscape of UK medical education.

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“…{ PAGE \* MERGEFORMAT } For one student, being able to see himself and an 'agent of change' was a transformative experience [18].…”

Section: They Valuedmentioning

confidence: 99%

Dundee’s Longitudinal Integrated Clerkship: drivers, implementation and early evaluation

Bartlett

Dowell

Graham

et al. 2019

Education for Primary Care

123

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Results Students reported positive learning experiences though access to secondary care learning linked to their patients was sometimes problematic. GP tutors were positive and enthusiastic about the programme and could see the potential benefits on recruitment to GP careers. Pre-existing workload pressures were a challenge. Summative assessment results were encouraging. Conclusion The Dundee LIC is successful in delivering Dundee's year 4 curriculum. Ongoing development has been focused on improving awareness of the programme in secondary care services.

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Being an agent of change: a student’s view of the UK’s first yearlong Longitudinal Integrated Clerkship (LIC)

Cited by 3 publications

References 0 publications

The impact of the COVID-19 pandemic on final year medical students in the United Kingdom: a national survey

The impact of the COVID-19 pandemic on final year medical students in the United Kingdom: a national survey

A Narrative Literature Review Considering the Development and Implementation of Longitudinal Integrated Clerkships, Including a Practical Guide for Application

Dundee’s Longitudinal Integrated Clerkship: drivers, implementation and early evaluation

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