Medical Student Identity Construction Within Longitudinal Integrated Clerkships: An International, Longitudinal Qualitative Study.

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Abstract

Longitudinal integrated clerkships (LICs) have been implemented worldwide to increase authentic student participation in patient care over time. Studies have shown benefits of the model include the ability of LICs to attract future practitioners to underserved areas, student engagement in advocacy, and development of an "ethic of caring." Less is known, however, about how LICs impart their benefits, although LICs may strengthen professional identity. As such, this study aimed to explore medical student professional identity construction through time within LICs internationally.

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Journal

Journal ID (iso-abbrev): Acad Med

Title: Academic medicine : journal of the Association of American Medical Colleges

Publisher: Ovid Technologies (Wolters Kluwer Health)

ISSN (Electronic): 1938-808X

ISSN (Print): 1040-2446

Publication date (Electronic): Sep 01 2022

Volume: 97

Issue: 9

Affiliations

[1 ] M.E.L. Brown is a teaching fellow in medical education research, Medical Education Innovation and Research Centre, Imperial College London, London. At the time of this research, she was a PhD candidate in medical education, Health Professions Education Unit, Hull York Medical School, York, United Kingdom; ORCID: http://orcid.org/0000-0002-9334-0922 .

[2 ] C. Ard is an internal medicine resident, University of Colorado, Aurora, Colorado.

[3 ] J. Adams is professor of medicine and assistant dean, medical education and clinical clerkships, University of Colorado School of Medicine, Aurora, Colorado, and internal medicine specialist, Denver Health and Hospital Authority, Denver, Colorado; ORCID: https://orcid.org/0000-0002-5433-8600 .

[4 ] A. O'Regan is a general practitioner and senior lecturer in general practice, University of Limerick School of Medicine, Limerick, Ireland; ORCID: https://orcid.org/0000-0001-8470-2736 .

[5 ] G.M. Finn is professor of medical education and vice dean of teaching and learning, Faculty of Biology, Medicine, and Health, University of Manchester, Manchester, United Kingdom; ORCID: http://orcid.org/0000-0002-0419-694X .

Article

Publisher Item ID: 00001888-202209000-00038

DOI: 10.1097/ACM.0000000000004732

PubMed ID: 35507462

SO-VID: a3c4088f-82cd-48af-b56d-89a91335d0e4

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