To the Point: Integrating the Obstetrics and Gynecology Core Clerkship into a Longitudinal Integrated Curriculum in US M
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To the Point: Integrating the Obstetrics and Gynecology Core Clerkship into a Longitudinal Integrated Curriculum in US Medical Schools Archana Pradhan 1 & Susan Bliss 2 & Samantha Buery-Joyner 3 & LaTasha Craig 4 & Elise Everett 5 & David Forstein 6 & Scott Graziano 7 & Laura Hopkins 8 & Margaret McKenzie 9 & Helen Morgan 10 & Sarah Page-Ramsey 11 & Star Hampton 12 Accepted: 1 October 2020 # International Association of Medical Science Educators 2020
Abstract This article, from the “To the Point” series that is prepared by the Association of Professors of Gynecology and Obstetrics (APGO) Undergraduate Medical Education Committee, is a review of issues to consider when integrating obstetrics and gynecology into a Longitudinal Integrated Clerkship (LIC) model. The background, objectives, and outcomes related to LIC are discussed. Specific challenges and solutions for structuring an LIC in the context of obstetrics and gynecology are examined, which include student/faculty issues as well as process matters such as general infrastructure and specific curriculum concerns. Keywords Longitudinal integrated clerkships . Medical education . Curriculum
Background The origins of the LIC are rooted in the Rural Physician Associate Program (RPAR) at the University of Minnesota in the 1970s as a means to address rural physician workforce shortage [1]. Despite the success of RPAR, it was not until the 1990s that a handful of medical schools attempted to replicate the LIC model. The LIC curriculum replaces a medical student’s traditional core specialty-based clerkships with an integrated
* Archana Pradhan [email protected] 1
Department of Obstetrics, Gynecology, and Reproductive Sciences, Rutgers Robert Wood Johnson Medical School, New Brunswick, NJ, USA
clerkship model. LIC students are exposed to multiple specialties simultaneously. All LIC models have three basic tenets: (1) students need to be exposed to all core clinical training issues to which clerks on the traditional clerkship model are exposed, (2) students should participate in the comprehensive care of patients over time and (3) clinical clerks ought to develop mentoring relationships with these patients’ clinicians [2]. The Carnegie Foundation report in 2010 recommended students have more integration in content, a better mechanism for
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Department of Obstetrics and Gynecology, Touro College of Osteopathic Medicine-Harlem, Manhattan, NY, USA
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Department of Obstetrics and Gynecology, Loyola School of Medicine, Chicago, IL, USA
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Department of Obstetrics and Gynecology, Ottawa University, Ottawa, Canada
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Department of Obstetrics and Gynecology, Cleveland Clinic Lerner College of Medicine, University of Michigan School of Medicine, Cleveland, OH, USA
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Obstetrics and Gynecology, Carolinas Medical Center, Charlotte, NC, USA
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Department of Obstetrics and Gynecology, Virginia Commonwealth University INOVA Campus, Fairvax, VA, USA
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Department of Obstetrics and Gynecology, Oklahoma University College of Medicine, Oklahoma City, O
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