Longitudinal integrated clerkships are ok, but do they prepare students for reality?

O’Leary, Noreen; Cantillon, Peter

doi:10.1111/medu.14454

Cited by 1 publication

(5 citation statements)

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“…One approach to this issue is the concept of longitudinal integrated clerkships (LICS) which are increasingly being used in undergraduate medical education to foster improved interprofessional collaboration by trainee doctors 55‐58 . More recently, the term longitudinal integrated interprofessional clerkships (LIICS) has been promulgated as being more apposite to describe longitudinal integrated clerkships with clearly defined opportunities for interprofessional collaboration 59 . Well‐designed and implemented LICS/LIICS require medical students to spend an extend period of time in a specific setting or related settings where learning is guided by a common thread of continuity in patient care, interprofessional collaboration, supervision and assessment 55‐59 .…”

Section: Discussionmentioning

confidence: 99%

“…[55][56][57][58] More recently, the term longitudinal integrated interprofessional clerkships (LIICS) has been promulgated as being more apposite to describe longitudinal integrated clerkships with clearly defined opportunities for interprofessional collaboration. 59 Well-designed and implemented LICS/LIICS require medical students to spend an extend period of time in a specific setting or related settings where learning is guided by a common thread of continuity in patient care, interprofessional collaboration, supervision and assessment. [55][56][57][58][59] Therefore, LICS/LIICS provide medical students with the opportunity to learn how to work productively with individuals from other professions as a team to deliver the best possible patient care over a longer period of time in practice than conventional placements.…”

Section: Implications For Educational Practice and Researchmentioning

confidence: 99%

“…59 Well-designed and implemented LICS/LIICS require medical students to spend an extend period of time in a specific setting or related settings where learning is guided by a common thread of continuity in patient care, interprofessional collaboration, supervision and assessment. [55][56][57][58][59] Therefore, LICS/LIICS provide medical students with the opportunity to learn how to work productively with individuals from other professions as a team to deliver the best possible patient care over a longer period of time in practice than conventional placements. [55][56][57][58][59] Effective interprofessional collaboration across disciplines or communities of practice in health care is often described or conceptualised in terms of bonds, knots or connections that weave together different individuals together as a team at a point in time.…”

Section: Implications For Educational Practice and Researchmentioning

confidence: 99%

“…[55][56][57][58][59] Therefore, LICS/LIICS provide medical students with the opportunity to learn how to work productively with individuals from other professions as a team to deliver the best possible patient care over a longer period of time in practice than conventional placements. [55][56][57][58][59] Effective interprofessional collaboration across disciplines or communities of practice in health care is often described or conceptualised in terms of bonds, knots or connections that weave together different individuals together as a team at a point in time. 55,[57][58][59][60] Therefore, it can be argued that LICS/LIICS provide authentic learning opportunities in the praxis of health care that are integral to the professional socialisation and identity construction of medical students who are able to warp and weft the bonds of relationship that bind together the multiple rapidly evolving formal and informal interprofessional teams that they will encounter as trainee doctors.…”

Section: Implications For Educational Practice and Researchmentioning

confidence: 99%

“…[55][56][57][58][59] Effective interprofessional collaboration across disciplines or communities of practice in health care is often described or conceptualised in terms of bonds, knots or connections that weave together different individuals together as a team at a point in time. 55,[57][58][59][60] Therefore, it can be argued that LICS/LIICS provide authentic learning opportunities in the praxis of health care that are integral to the professional socialisation and identity construction of medical students who are able to warp and weft the bonds of relationship that bind together the multiple rapidly evolving formal and informal interprofessional teams that they will encounter as trainee doctors. Perhaps then, LICS/LIICS may help to address some of the character tropes and issues pertaining to the relational identities that we report.…”

Section: Implications For Educational Practice and Researchmentioning

confidence: 99%

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‘Nurses whisper.’ Identities in nurses’ patient safety narratives of nurse‐trainee doctors’ interactions

et al. 2021

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Context Nurses are integral to patient safety, but little is known about their narrative constructions of identity in relation to their dyadic interactions with trainee doctors about patient safety and competence during the trajectory of a medical career. Aim We sought to examine how identities are constructed by experienced nurses in their narratives of patient safety encounters with trainee doctors. Methods Our qualitative study gathered narrative data through semi‐structured interviews with nurses of different professional standing (n = 20). Purposive sampling was used to recruit the first eight participants, with the remainder recruited through theoretical sampling. Audio recordings were transcribed verbatim and analysed inductively through a social constructionist framework and deductively using a competence framework. Results We classified seven identities that participants constructed in their narratives of dyadic interactions with trainee doctors in relation to patient safety: nurses as teacher, guardian of patient wellbeing, provider of emotional support, provider of general support, expert advisor, navigator and team player. These identities related to the two key roles of nurses as educators and as practitioners. As they narrated these dyadic interactions, participants constructed identities that positioned trainee doctors in character tropes, suggesting gaps in professional competence: nurses as provider of general support was commonly narrated in the context of perceived deficits of personal or functional capabilities and nurses as team player was mainly associated with concerns (or reassurances) around ethical capabilities. Discussion and Conclusion Our findings are consistent with, and extend the wider literature on the development of professional competence, interprofessional collaboration in health care, and the nature and organisation of nursing work. Nurses' work in ensuring patient safety and support trainee doctors’ professional development merits greater formal recognition and legitimation.

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Section: Discussionmentioning

confidence: 99%