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Longitudinal integrated clerkship training as a model for basic science education
Author(s) -
Hirsh David
Publication year - 2013
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.27.1_supplement.188.2
Subject(s) - presentation (obstetrics) , session (web analytics) , medical education , training (meteorology) , cognition , educational science , computer science , psychology , mathematics education , pedagogy , medicine , meteorology , physics , neuroscience , world wide web , radiology
Longitudinal Integrated Clerkships (LICs), meaningfully different models of medical education, are transforming clinical education worldwide. The success of these innovations begs the question‐‐ how can the LIC design inform the educational structure of basic science training? The LIC model is grounded in educational principles and principles derived from the sciences of learning (general education, medical education, social and cognitive psychology) and thus applicability should be transferable across domains. This presentation reviews the case for change and rationale that drove the wholesale redesign of the clinical year from traditional blocks to an LIC framework. The data about LIC transformation are presented with an eye towards informing possibilities for basic science training. This session is about the evolving anatomy of modern (and classical) educational design.