Challenges in Transformation of the “Traditional Block Rotation“ Medical Student Clinical Education into a Longitudinal Integrated Clerkship Model

William Heddle, Gayle Roberton, Sarah Mahoney, Lucie Walters, Sarah Strasser, Paul Worley

    Research output: Contribution to journalArticle

    14 Citations (Scopus)

    Abstract

    Background: Longitudinal integrated clerkships (LIC) in the first major clinical year in medical student training have been demonstratedto be at least equivalent to and in some areas superior to the “traditional block rotation” (TBR). Flinders University School of Medicineis starting a pilot changing the traditional teaching at the major Academic Medical Centre from TBR to LIC (50% of students in otherlocations in the medical school already have a partial or full LIC programme).

    Methods: This paper summarises the expected challengespresented at the “Rendez”Vous” Conference in October 2012: (a) creating urgency, (b) training to be a clinician rather than impartingknowledge, (c) resistance to change.

    Results: We discuss the unexpected challenges that have evolved since then: (a) difficulty finalisingthe precise schedule, (b) underestimating time requirements, (c) managing the change process inclusively.

    Discussion: Transformation ofa “block rotation” to “LIC” medical student education in a tertiary academic teaching hospital has many challenges, many of which can beanticipated, but some are unexpected.

    Original languageEnglish
    Pages (from-to)138-142
    Number of pages5
    JournalEducation For Health: Change in Learning and Practice
    Volume27
    Issue number2
    DOIs
    Publication statusPublished - 1 May 2014

    Keywords

    • Academic medical centre
    • Longitudinal integrated clerkships
    • Medical educantion
    • Rendez-Vous Conference 2012

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