Sigall K. Bell|Edward Krupat|Sara B. Fazio|David H. Roberts|Richard M. Schwartzstein
Longitudinal Pedagogy: A Successful Response to the Fragmentation of the Third-Year Medical Student Clerkship Experience
Beth Israel Deaconess Medical Center|Beth Israel Deaconess Medical Center|Beth Israel Deaconess Medical Center|Beth Israel Deaconess Medical Center|Beth Israel Deaconess Medical Center
longitudinal clerkship designed harvard medical school hms 20042005 emphasize continuity empathy learnercenteredness patientcentered care 20052006 curriculum piloted eight students voluntarily enrolled thirdyear curriculum focused longitudinal mentorship feedback interdisciplinary care integration clinical basic science humanism patient care eighteen traditional curriculum tc students hms comparable baseline served comparison group shelf exams osce performance monthly endofyear surveys focus groups provided comparisons pilot tc students performance perceptions attitudes satisfaction pilot students performed well better peers standardized measures clinical aptitude demonstrated statistically significant greater preservation patientcentered attitudes compared declining values tc students pilot students rated atmosphere learning effective integration basic clinical sciences mentorship feedback clerkship satisfaction endofyear patientcare preparedness significantly higher tc students authors conclude implementation longitudinal thirdyear curriculum modest alterations existing clinical training frameworks feasible effective meeting stated goals exposing hidden curriculum specific longitudinal activities may prevent degradation student attitudes patientcentered care minimizing disjointed nature clinical training critical time students training providing cohesive longitudinal curriculum parallel clinical clerkships led faculty consistent contact students positive effects professional performance satisfaction