Evolution and Revolution in Medical Education: Longitudinal Integrated Clerkships
Biomedical scientists, along with clinical practitioners, have critical roles in training health care students in the scientific basis of medicine and in the research progress to combat disease. Exciting educational opportunities exist for future biomedical science faculty members. New schools require more pre-clinical and clinical teachers, new educational methods provide team-teaching opportunities and new ideas for research may spring from teaching in a clinical context.
This series of webcast seminars will address different approaches to facing opportunities and challenges and will include sessions on developing and improving observational skills in small group teaching sessions and preceptorships, giving and receiving feedback, as well as descriptions of specific university and organizational programs that assist graduate students in developing teaching skills for health-science courses and integrative programs.
- Identify the Longitudinal Integrated Clerkship (LIC) model.
- Describe the evidence about advantages of the LIC as compared to block clerkships.
- Anticipate potential challenges to implementation of a multi-campus LIC.
- Identify strategies to address these challenges.
Longitudinal integrated clerkships (LIC) as a clerkship format have been in use at medical schools for over twenty years. The format of immersion in multiple simultaneous clerkships as opposed to block clerkships originally met the needs of smaller campuses and rural settings. Evidence for comparable test scores, increased retention, increased patient centeredness, and the ability to make an earlier career choice selection is leading more schools to consider implementing the LIC at large as well as small campuses. The University of South Dakota Sanford School of Medicine initiated an LIC at its Yankton campus in 1991. In 2013, the school implemented LICs on all clinical campuses. Steps in implementation included significant program and curriculum design, overcoming change angst, and faculty development. Presenters will describe challenges in implementation and suggest strategies to address the challenges.
DMU faculty and staff.
Janet Linderman, MD
Janet Lindemann, M.D., MBA, is professor of family medicine and dean of medical student education at the University of South Dakota Sanford School of Medicine. Following private practice, she joined the faculty at the Medical College of Wisconsin where she completed a faculty development fellowship in medical education. In 1997, she received the Family Medicine Educator of the Year award from the Wisconsin Academy of Family Physicians. Following a move to South Dakota in 1997, she served as Director of Introduction to Clinical Medicine and co-director of the Primary Care Ambulatory Program. In 2001, she was appointed dean of medical student education where she oversees the 4-year medical student curriculum. In 2009, she completed an MBA in healthcare management. Her publications have focused on medical education, especially in the areas of ambulatory education, educator’s portfolios, and professionalism.
Lori Hansen, MD
Lori Hansen, MD, received her Doctor of Medicine degree from the University of Nebraska College of Medicine and completed a fellowship in Pulmonary Medicine at Mayo Graduate School of Medicine in Rochester, Minnesota. In July 1989, Dr. Hansen joined the University of South Dakota Sanford School of Medicine and Yankton Medical Clinic in Yankton, South Dakota. Dr. Hansen was involved in planning and implementing the Yankton Ambulatory Program – the oldest yearlong integrated, ambulatory clinical clerkship. She is a professor of Medicine and is Avera Sacred Heart Yankton Campus Dean of the Sanford School of Medicine of the University of South Dakota. Dr. Hansen and her husband, Michael Waid, D.V.M., have three children: Michael, Matthew and Leah.
Ed Simanton, PhD
Edward Simanton, PhD, is assistant professor of family medicine and director of evaluation and assessment at Sanford School of Medicine of the University of South Dakota. He holds bachelors and masters degrees in music education and taught music for 12 years at colleges and universities in various Latin American countries. In 2000, he received a PhD in education research from the University of North Dakota and began working in education research as Director of the Bureau of Educational Services and Applied Research at the University of North Dakota. In 2002 he began his medical education career as Senior Statistician in the Office of Medical Education at the University of North Dakota School of Medicine and Health Sciences. In 2006, he moved to South Dakota to become the director of evaluation and assessment. He completed the Leadership and Education Development [LEAD] certificate program in 2013. His publications cover a broad range of medical education topics including professionalism, radiology education, evidence-based medicine, and retention of knowledge.
- 1.00 CE Contact Hour(s)