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Objective: The goal of this study was to compare educational outcomes of medical students who participated in a longitudinal pilot curriculum to those who participated in the existing, traditional curriculum during their third-year of medical school. Method: The authors reviewed clinical evaluations and examination performances of 15 students enrolled in a pilot curriculum to 60 students who participated in the traditional curriculum. The nove Lead.Serve.Inspire. (LSI) curriculum consisted of a longitudinal integrated hybrid of internal medicine, neurology, and psychiatry rotations and didactic instruction spanning nearly four months. Results: The National Board of Medical Examiners (NBME) subject examination class averages of students enrolled in the combined internal medicine, neurology, and psychiatry pilot program were not significantly different compared to students completing these examinations and enrolled in the traditional block rotations during the same time period. On clinical performance measures in psychiatry, students performed above average on clinical measures of medical knowledge, communication skills, and diagnostic assessment and critical analysis skills. Conclusion: Preliminary data from the pilot program is promising, suggesting that the Lead.Serve.Inspire. (LSI) curriculum may offer an equitable alternative to the traditional discipline-specific block rotations.

edelweiss: psychiatry open access

A Comparison of Third-year Medical Student Clinical and Examination Performances in a Traditional Psychiatry Clerkship to a Novel Pilot, LSI Curriculum