The Student Experience in LIcs

image-from-rawpixel-id-388200-jpeg.jpg

Students reported that the longitudinal clerkship structure created a dynamic learning environment that helped them to more broadly learn about their patients’ diseases and experiences of illness.

(Ogur & Hirsh, 2009)

Longitudinal students experience collaborative interactions focused on their development as care providers. In longitudinal relationships, students gain confidence to influence their own learning and modify circumstances to meet their learning needs.  (Hauer, O’Brien, et al., 2012)

The Preceptor Experience in LIcs

image-from-rawpixel-id-414207-jpeg.jpg

Teaching during an LIC had a significant impact on preceptors’ time, effort, and clinic responsibilities. Preceptors felt they bore sole responsibility for teaching a discipline and ensuring students’ learning, and they experienced a deep sense of reward observing students’ growth.

(Teherani et al., 2009)

The Patient Experience in LICs

image-from-rawpixel-id-513661-jpeg.jpg

Patients value continuity relationships with students, akin to that described between patients and their physicians. Patients described a variety of ways in which students enhanced their care and assumed a physician-like role. These patient perceptions support the concept of mutually beneficial relationships between students and patients.

(Poncelet et al., 2013)