Development and sustainment of professional relationships within longitudinal integrated clerkships in general practice (LICs): a narrative review.
General practice
General practitioners
Longitudinal integrated clerkship
Medical education
Medical students
Relationships
Journal
Irish journal of medical science
ISSN: 1863-4362
Titre abrégé: Ir J Med Sci
Pays: Ireland
ID NLM: 7806864
Informations de publication
Date de publication:
Feb 2022
Feb 2022
Historique:
received:
17
11
2020
accepted:
20
01
2021
pubmed:
1
3
2021
medline:
28
1
2022
entrez:
28
2
2021
Statut:
ppublish
Résumé
Longitudinal integrated clerkships (LICs) are a relatively new model of clinical medical education, whereby students participate in patient care over time and develop relationships with those patients', their clinicians, and other health care staff involved in the care of those patients. It has been called 'relationship-based education' but, to date, no review has investigated the development and impact of these central relationships within this curricula model. The aim of this study is to review the literature pertaining to relationships in LICs, specifically to understand how they come about and how they affect learning. The search strategy systematically explored PubMed, ERIC (EBSCO) and Academic Search Complete, using key words and MESH terms. Original research published in peer-reviewed journals between January 2007 and August 2020 that were written in the English language were included in the review. After applying set inclusion and exclusion criteria, 43 studies were included in this review. A qualitative thematic analysis was undertaken, and results were synthesised narratively. Four distinct categories were identified: defining relationships in LICs, developing relationships in LICs, relationship maintenance and multi-stakeholder impact. The longitudinal integrated clerkship model of clinical education facilitates the development of meaningful triangular relationships between student, clinical teacher and patient, which are the central drivers of successful learning within the context of an LIC. These relationships are nested in a set of important supporting relationships involving other supervisors, the medical school and university, the practice clinical and administrative team and peers.
Sections du résumé
BACKGROUND
BACKGROUND
Longitudinal integrated clerkships (LICs) are a relatively new model of clinical medical education, whereby students participate in patient care over time and develop relationships with those patients', their clinicians, and other health care staff involved in the care of those patients. It has been called 'relationship-based education' but, to date, no review has investigated the development and impact of these central relationships within this curricula model.
AIMS
OBJECTIVE
The aim of this study is to review the literature pertaining to relationships in LICs, specifically to understand how they come about and how they affect learning.
METHODS
METHODS
The search strategy systematically explored PubMed, ERIC (EBSCO) and Academic Search Complete, using key words and MESH terms. Original research published in peer-reviewed journals between January 2007 and August 2020 that were written in the English language were included in the review.
RESULTS
RESULTS
After applying set inclusion and exclusion criteria, 43 studies were included in this review. A qualitative thematic analysis was undertaken, and results were synthesised narratively. Four distinct categories were identified: defining relationships in LICs, developing relationships in LICs, relationship maintenance and multi-stakeholder impact.
CONCLUSIONS
CONCLUSIONS
The longitudinal integrated clerkship model of clinical education facilitates the development of meaningful triangular relationships between student, clinical teacher and patient, which are the central drivers of successful learning within the context of an LIC. These relationships are nested in a set of important supporting relationships involving other supervisors, the medical school and university, the practice clinical and administrative team and peers.
Identifiants
pubmed: 33641086
doi: 10.1007/s11845-021-02525-2
pii: 10.1007/s11845-021-02525-2
doi:
Types de publication
Journal Article
Review
Langues
eng
Sous-ensembles de citation
IM
Pagination
447-459Informations de copyright
© 2021. Royal Academy of Medicine in Ireland.
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