Northern Ontario School of Medicine, Founding Dean Emeritus, Laurentian University and Lakehead University, Sudbury, Thunder Bay, Canada.
Te Huataki Waiora School of Health, University of Waikato, Hamilton, New Zealand.
Educ Prim Care. 2021 May;32(3):130-134. doi: 10.1080/14739879.2021.1882886. Epub 2021 Feb 16.
Developed in Northern Ontario, Canada, Integrated Clinical Learning (ICL) involves a team of clinical teachers from a range of health professions teaching a team of students and trainees together in common community and clinical settings. It is the balanced integration of educational strategies to develop healthcare providers and team-based competencies focused on improving the quality of care. Learning outcomes are developed with and in consideration of the goals of patients or the community through relational learning that mirrors patient-centred care. Implementing ICL requires a systematic approach that addresses the practical issues and enhances the quality of experience for all involved. These practicalities include academic institutions valuing ICL through the appointment and support of primary care clinicians as academic staff with protected time; the provision of physical space, as well as clinical and teaching equipment; and the appointment of local administrative coordinators. The team approach shares the teaching load with the multiple students actually teaching each other so that the load on individual clinicians is less than for one student at a time. Through ICL, students are learning from patients and developing a service-oriented professional identity. The patient and family centred nature of ICL helps bridge the primary care-secondary care divide as students follow their patients into and out of hospital services. This is positive for patients and specialists and provides authentic learning for students. ICL enhances the quality of care; the quality of learning; and the quality of professional satisfaction for primary care clinical teachers.
在加拿大安大略省北部开发的综合临床学习（ICL）涉及来自一系列健康专业的临床教师团队，他们在共同的社区和临床环境中一起教授一组学生和学员。这是通过教育策略的平衡整合来培养医疗保健提供者和以团队为基础的能力，重点是提高护理质量。学习成果是在考虑患者或社区目标的情况下制定的，并通过反映以患者为中心的护理的关系学习来制定。实施 ICL 需要一种系统的方法，解决实际问题，并提高所有参与者的体验质量。这些实际问题包括学术机构通过任命和支持初级保健临床医生作为有保护时间的学术人员来重视 ICL；提供物理空间以及临床和教学设备；并任命当地行政协调员。团队方法分担了与多个学生实际相互教学的教学负担，因此每个临床医生的负担都小于一次一个学生。通过 ICL，学生可以从患者那里学习并培养以服务为导向的专业身份。ICL 的以患者和家庭为中心的性质有助于弥合初级保健-二级保健之间的差距，因为学生跟随他们的患者进出医院服务。这对患者和专家来说是积极的，并为学生提供真实的学习体验。ICL 提高了护理质量、学习质量和初级保健临床教师的职业满意度质量。
