Longitudinal integrated clerkships (LICs), meaningfully different models of medical education, are transforming clinical education worldwide. The LIC model is grounded in educational theory and principles derived from the empirical sciences of learning (general education, medical education, social and cognitive psychology). 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 presentation will describe the underpinnings and structure of one LIC, the Harvard Medical School Cambridge Integrated Clerkship and the literature and data about the model. This session will conclude by considering “next generation” models arising from longitudinal integrated design with an eye to the future of medical education transformation.

Find out more about Dr David Hirsh on the Perspectives in Education website.

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