Longitudinal Integrated Clerkship (LIC)
The Tufts University School of Medicine - Maine Medical Center Program (TUSM-MMC) 3rd year Longitudinal Integrated Clerkship (LIC) began placing Maine Track students at urban and rural hospital sites within Maine in May of 2011. LIC students participate in the comprehensive care of patients over time, thus developing continuing learning relationships with these patients' clinicians, and meeting the majority of the year's core clinical competencies across multiple disciplines simultaneously.
Core concepts of the LIC include:
- Students live in a rural community or in Portland for nine months, are assigned to core discipline preceptors at their hospital, and develop their own panel of patients throughout the clerkship.
- Patient contact occurs at multiple junctures of patient care including routine office visits, home visits, subspecialty evaluations, office or hospital-based procedures, hospital care, emergency care, and ancillary staff evaluations.
- Contact with core discipline preceptors, sub-specialists and teams of care is creatively woven throughout the student’s typical weekly schedule.
- The typical learning mode is longitudinal, individualized (student one-on-one with attending), and patient-based.
- The students follow their patients to appointments, participate in their procedures, and play a part in relevant case conferences.
- The opportunity to participate in committees, medical staff meetings, and quality improvement programs at the site hospitals.
This model embodies the concept of educational continuity in terms of continuity of care, continuity of education and continuity of supervision. The students benefit from a view of each patient as a “whole” person while participating in the comprehensive care of their patients over time (continuity of care). In addition, each student will have a core group of faculty that will be dedicated to the student’s professional development over an extended period of time (continuity of education and supervision). It is a learning experience that is reflective of what they are likely to experience as a physician, includes authentic feedback and evaluation processes, and the opportunity to develop strong professional mentoring relationships.