Team-Based Learning in a Longitudinal Integrated Clerkship: an Opportunity for Integrated Multidisciplinary Learning and
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SHORT COMMUNICATION
Team-Based Learning in a Longitudinal Integrated Clerkship: an Opportunity for Integrated Multidisciplinary Learning and Curricular Focus on the Underserved Mim Ari 1
&
Julie A. Venci 2,3 & Vishnu Kulasekaran 2,3 & Jennifer E. Adams 2,3
# International Association of Medical Science Educators 2019
Abstract Team-based learning (TBL) offers opportunities to tailor curricula to match specific aims and modalities of innovative medical education models. This paper describes a TBL curriculum developed for a longitudinal integrated clerkship (LIC) at an urban safety-net hospital. Similar to our LIC students’ clinical training experience, which includes simultaneously meeting core competencies across specialties in an underserved setting, our TBL curriculum is multidisciplinary and integrates topics related to caring for vulnerable patients. TBL within our LIC avoids the limitations of teaching content in specialty specific silos, creating a cohesive didactic and clinical education model which is highly rated by our students. Keywords Team-based learning . Longitudinal integrated clerkship . Undergraduate medical education . Curricular innovation
Background Longitudinal Integrated Clerkships (LICs) are curricular models that provide undergraduate medical students an opportunity to engage in continuity relationships with patients, clinical faculty, and peers and meet core clinical competencies across multiple disciplines simultaneously [1, 2]. LIC students develop a panel of patients with whom they maintain continuity through encounters across specialties and healthcare settings, which promotes student participation in comprehensive and multidisciplinary care of patients over time. Trainees actively learn about health care systems, disease processes, and the illness experience in their clinical assignments [3–6]. The didactic portion of the curriculum is designed to be developmentally progressive, allowing educators to create content that requires more advanced reasoning and knowledge through the course of the clerkship. This acknowledges that students have very different learning needs, knowledge, and skills * Mim Ari [email protected] 1
Department of Medicine, University of Chicago, Chicago, IL, USA
2
Department of Medicine, University of Colorado School of Medicine, Aurora, CO, USA
3
Denver Health and Hospital Authority, Denver, CO, USA
throughout clinical training, in contrast to a block model where the identical content must be repeated rotation after rotation to maintain comparability for students and is not responsive to the developmental stages of learners. In 2014, the University of Colorado School of Medicine (CUSOM) established the Denver Health LIC (DH-LIC). Denver Health (DH) is an urban, public safety-net hospital with nine integrated federally qualified health centers, providing care to a broad, primarily underserved population [7]. CUSOM students apply to the DH-LIC and 8–10 students are offered positions each year. Students participate in a clinical, experientia
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