Mihalynuk Tanis, Bates Joanna, Page Gordon, Fraser Joan
(Formerly) Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada.
Med Educ. 2008 Jul;42(7):729-32. doi: 10.1111/j.1365-2923.2008.03040.x.
To identify how medical student learning experiences in a new longitudinally integrated clinical clerkship (LICC) programme impacted students' learning.
We conducted semi-structured interviews with 12 medical students at three points in their training. We used an inductive, thematic analytic approach to data. Interviews (n = 35) were iteratively and independently coded by research team members to identify and corroborate key emergent themes.
Students in the LICC programme reported slow but ongoing increases in patient responsibility, examination-driven learning, programme flexibility to address educational gaps, and a strong and positive perception of educational continuity through a longitudinal primary care educator and similar case mix throughout the year.
Student learning experiences in an LICC programme are both similar to and different from those in a traditional rotational clerkship programme. Students in the integrated clerkship were clear and unequivocal about the benefits of working with one teacher across time and caring for patients at different stages of the same disease in multiple settings. These findings have implications for clinical education development and design.
确定医学生在新的纵向整合临床实习（LICC）项目中的学习经历如何影响学生的学习。
我们在12名医学生培训的三个阶段对他们进行了半结构化访谈。我们采用归纳式主题分析法处理数据。研究团队成员对访谈（n = 35）进行反复独立编码，以识别和确证关键的新出现主题。
LICC项目的学生报告称，他们在患者责任、以检查为导向的学习、解决教育差距的项目灵活性以及通过纵向初级保健教育者和全年相似病例组合对教育连续性的强烈积极认知方面，增长缓慢但持续。
LICC项目中学生的学习经历与传统轮转实习项目的学习经历既有相似之处，也有不同之处。综合实习的学生对于长期与同一位教师合作以及在多种环境中照顾处于同一疾病不同阶段的患者的益处非常明确且毫不含糊。这些发现对临床教育的发展和设计具有启示意义。
