NDLI: Faculty experience and engagement in a longitudinal integrated clerkship.

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Faculty experience and engagement in a longitudinal integrated clerkship.

Content Provider	World Health Organization (WHO)-Global Index Medicus
Author	Snow, Sarah C. Gong, Jennifer Adams, Jennifer E.
Description	Country affiliation: United States Author Affiliation: Snow SC ( a Department of Medicine , University of Colorado School of Medicine , Aurora , CO , USA.); Gong J ( b Department of Family Medicine , University of Colorado School of Medicine , Aurora , CO , USA.); Adams JE ( a Department of Medicine , University of Colorado School of Medicine , Aurora , CO , USA.)
Abstract	The authors sought to understand rewards and challenges of teaching third-year medical students in the University of Colorado School of Medicine (CUSOM) Denver Health Longitudinal Integrated Clerkship (DH-LIC) compared to teaching in rotation-based clerkships (RBCs). The authors considered implications for the recruitment and retention of faculty in clinical educational programs. Preceptors completed surveys at baseline and year-end. Of eligible faculty, 28 of 40 completed both baseline and year-end surveys. The majority (85.2%) of faculty were satisfied with the DH-LIC and 85.7% continued to teach in year-two of the program. Faculty reported increased satisfaction from teaching and improved teaching and mentoring skills. Faculty familiarity with DH-LIC students was significantly higher than with students previously taught (p = .004); 89.3% of faculty knew their DH-LIC student well enough to tailor instruction to individual learning needs. Teaching techniques utilized at baseline and end of year differed significantly; faculty reported asking questions to promote thinking, providing feedback to students, and providing students with practice in clinical reasoning more frequently in the DH-LIC. Innovative models of education such as LICs offer a strategy to recruit and retain excellent, invested faculty in outpatient settings.
File Format	HTM / HTML
ISSN	0142159X
Journal	Medical Teacher
e-ISSN	1466187X
Language	English
Publisher	Taylor & Francis
Publisher Date	2017-03-10
Publisher Place	Great Britain (UK)
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Discipline Medical Education
Content Type	Text
Resource Type	Article
Subject	Education Medicine

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