DeHoogh-Kliewer Hannah, Cooper Carly, Lusk Christina, Popp Nathan, Russo Jaymi, Sazama Alan
University of South Dakota Sanford School of Medicine.
S D Med. 2025 May;78(suppl 5):s24.
Longitudinal Integrated Clerkship (LIC) curriculum allows students to participate in rotations of all medical disciplines simultaneously. This model has gained popularity amongst medical schools and is evidenced to improve relationships between patients, students, and faculty compared to a traditional block schedule. The University of South Dakota Sanford School of Medicine (SSOM) implemented a comprehensive outpatient LIC curriculum for all campuses in 2014. The SSOM consists of 4 campuses (rural and urban) situated across the state, which leads to varying student experiences depending on site placement. To address issues of dissatisfaction with patient continuity and scheduling challenges, a hybrid inpatient and outpatient LIC was implemented in 2023.
A pre- and post-mixed methods analysis regarding the implemented hybrid inpatient and outpatient clinical experiences was conducted with third-year medical students. Participants completed an anonymous online survey about satisfaction with patient continuity and scheduling. The first survey was conducted in December 2022 for students enrolled in the 2022-2023 LIC prior to the implementation of hybrid inpatient experiences and again in December 2024 for students enrolled in the 2024-2025 hybrid LIC.
In 2022, many students (82%) were satisfied with the standard LIC schedule. However, 38% of these students (N=52) reported dissatisfaction with patient continuity. After the implementation of inpatient experiences into the LIC, students in 2024 (N=50) reported 64% satisfaction with the schedule of the hybrid model. Amongst this cohort, 36% were dissatisfied with patient continuity in the hybrid LIC model. Of note, 70% of these students were satisfied with faculty continuity. When questioned about preferred curriculum model, 64% of students in 2024 prefer the hybrid LIC over traditional block schedule.
Initial findings show that the implementation of inpatient clinical experiences in the LIC curriculum has decreased student satisfaction with scheduling and minimally improved satisfaction with patient continuity. Results also show that students prefer the hybrid LIC over a traditional block model.
纵向整合见习（LIC）课程允许学生同时参与所有医学学科的轮转。与传统的分段式课程表相比，这种模式在医学院校中越来越受欢迎，并且有证据表明它能改善患者、学生和教师之间的关系。南达科他大学桑福德医学院（SSOM）于2014年为所有校区实施了全面的门诊LIC课程。SSOM由分布在该州的4个校区（农村和城市校区）组成，这导致学生根据实习地点的不同而有不同的体验。为了解决对患者连续性的不满和排班挑战等问题，2023年实施了住院和门诊相结合的LIC模式。
对三年级医学生进行了关于已实施的住院和门诊相结合临床体验的前后混合方法分析。参与者完成了一项关于对患者连续性和排班满意度的匿名在线调查。第一次调查于2022年12月对参加2022 - 2023年LIC的学生进行，此时尚未实施住院体验；第二次调查于2024年12月对参加2024 - 2025年混合LIC的学生进行。
2022年，许多学生（82%）对标准LIC课程表感到满意。然而，这些学生中有38%（N = 52）报告对患者连续性不满意。在LIC中加入住院体验后，2024年的学生（N = 50）报告对混合模式的课程表满意度为64%。在这一组中，36%的学生对混合LIC模式下的患者连续性不满意。值得注意的是，这些学生中有70%对教师连续性感到满意。当被问及更喜欢的课程模式时，2024年64%的学生更喜欢混合LIC而不是传统的分段式课程表。
初步研究结果表明，在LIC课程中加入住院临床体验降低了学生对排班的满意度，对患者连续性的满意度仅有轻微提高。结果还表明，学生更喜欢混合LIC模式而不是传统的分段模式。
