The International Student Network for Medical Education Innovation
SLICC (Students for Longitudinal Integrated Clerkships and Curricula) was formed during an annual conference in Singapore by a group of medical student participants who were awakened to the importance of learner and patient voices in the educational design process in medical schools.
The group now serves roles in
connecting students interested in longitudinal educational programs internationally,
advising leaders in medical education on the student perspective,
promoting interdisciplinary collaboration on student research and innovative projects,
and ensuring the student and patient voice is heard in the co-design of transformed clinical education.
Check out our quick summary about Who We Are and what Our Mission is
What is an LIC?
An alternate model of clinical education
Photo by Eduard Militaru
In the Longitudinal Integrated Clerkship model, students care for a diverse panel of patients whom they follow across multiple clinical settings over extended periods of time, in lieu of traditional block rotations within discrete specialties. LICs may take different forms and have varying objectives, however according to the international research definition LICs are united by the following three core elements in allowing medical students to...
participate in the comprehensive care of patients over time
have continuing learning relationships with these patient's clinicians
meet, through these experiences, the majority of the year's core clinical competencies across multiple disciplines simultaneously.
focus on relationships
Students in LICs get to focus on building relationships with their patients and assume a doctoring role.
Photo by rawpixel
In addition to structured LIC programs meeting the international research criteria, we at SLICC are interested in promoting new models of integrated, longitudinal learning. To that end, we also want to recognize the growing trend of Longitudinal Clinical Programs (LCPs) being introduced in medical schools in the US and around the world. 6 We define such programs as programs that...
are at least six months in length,
are designed for undergraduate medical students,
have a stated emphasis on longitudinality,
and offer continuity with patients.
Less research on the outcomes of these programs is available, and the structures and objectives of these programs vary widely. In the spirit of educational reform and continuous improvement however, we want to support students in all types of non-traditional education as well as promote ongoing research to ensure our educational models are deliberately designed and evidence-based. A research paper containing an infographic comparing the definitions and structures of various LCPs and LICs, can be found here.