Getting the job done: educational robustness of a multi-campus Longitudinal Integrated Clerkship during the COVID-19 pandemic
Background. The COVID-19 pandemic profoundly impacted medical education worldwide, leading to challenges and adaptation of both in class and clinical education models. The Longitudinal Integrated Clerkship (LIC) emphasizes community engagement and integration in rural and remote communities making...
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| Format: | Article |
| Language: | English |
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University of Minnesota Libraries Publishing
2025-08-01
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| Series: | Journal of Regional Medical Campuses |
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| Online Access: | https://pubs.lib.umn.edu/index.php/jrmc/article/view/6760 |
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| author | Jenna Darani Erin Cameron Brian Ross |
| author_facet | Jenna Darani Erin Cameron Brian Ross |
| author_sort | Jenna Darani |
| collection | DOAJ |
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Background. The COVID-19 pandemic profoundly impacted medical education worldwide, leading to challenges and adaptation of both in class and clinical education models. The Longitudinal Integrated Clerkship (LIC) emphasizes community engagement and integration in rural and remote communities making it a unique model to evaluate adaptability during the pandemic. This study examines how the pandemic affected the academic and clinical experiences of third-year medical students engaged in an LIC situated in Northern Ontario.
Methods. The study employed an anonymous survey completed by 32 LIC students and 18 program administrators. Data collection focused on non-clinical and clinical learning activities, COVID-19 experiences, and the implementation of virtual care.
Results. Despite pandemic challenges, 72% of program administrators reported the overall quality of education remained consistent with previous years. All students successfully met required clinical learning objectives and other promotion requirements, although 56% reported restricted clinical access and limited experience with specialists. Virtual care became a primary adaptation, with 97% of students participating. Student safety was supported by adequate personal protective equipment availability, and the program maintained continuity thoughout the disruption.
Conclusions. The LIC demonstrated resilience, maintaining educational quality during the pandemic. These findings highlight the strengths of LIC model in terms of adaptability and program continuity.
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| format | Article |
| id | doaj-art-330731642bbf4ffe8d116e6497e7f0b8 |
| institution | Kabale University |
| issn | 2576-5558 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | University of Minnesota Libraries Publishing |
| record_format | Article |
| series | Journal of Regional Medical Campuses |
| spelling | doaj-art-330731642bbf4ffe8d116e6497e7f0b82025-08-20T03:41:35ZengUniversity of Minnesota Libraries PublishingJournal of Regional Medical Campuses2576-55582025-08-018210.24926/jrmc.v8i2.6760Getting the job done: educational robustness of a multi-campus Longitudinal Integrated Clerkship during the COVID-19 pandemicJenna DaraniErin CameronBrian Ross0NOSM University Background. The COVID-19 pandemic profoundly impacted medical education worldwide, leading to challenges and adaptation of both in class and clinical education models. The Longitudinal Integrated Clerkship (LIC) emphasizes community engagement and integration in rural and remote communities making it a unique model to evaluate adaptability during the pandemic. This study examines how the pandemic affected the academic and clinical experiences of third-year medical students engaged in an LIC situated in Northern Ontario. Methods. The study employed an anonymous survey completed by 32 LIC students and 18 program administrators. Data collection focused on non-clinical and clinical learning activities, COVID-19 experiences, and the implementation of virtual care. Results. Despite pandemic challenges, 72% of program administrators reported the overall quality of education remained consistent with previous years. All students successfully met required clinical learning objectives and other promotion requirements, although 56% reported restricted clinical access and limited experience with specialists. Virtual care became a primary adaptation, with 97% of students participating. Student safety was supported by adequate personal protective equipment availability, and the program maintained continuity thoughout the disruption. Conclusions. The LIC demonstrated resilience, maintaining educational quality during the pandemic. These findings highlight the strengths of LIC model in terms of adaptability and program continuity. https://pubs.lib.umn.edu/index.php/jrmc/article/view/6760RuralDistributed medical educationpandemiclongitudinal integrated clerkship |
| spellingShingle | Jenna Darani Erin Cameron Brian Ross Getting the job done: educational robustness of a multi-campus Longitudinal Integrated Clerkship during the COVID-19 pandemic Journal of Regional Medical Campuses Rural Distributed medical education pandemic longitudinal integrated clerkship |
| title | Getting the job done: educational robustness of a multi-campus Longitudinal Integrated Clerkship during the COVID-19 pandemic |
| title_full | Getting the job done: educational robustness of a multi-campus Longitudinal Integrated Clerkship during the COVID-19 pandemic |
| title_fullStr | Getting the job done: educational robustness of a multi-campus Longitudinal Integrated Clerkship during the COVID-19 pandemic |
| title_full_unstemmed | Getting the job done: educational robustness of a multi-campus Longitudinal Integrated Clerkship during the COVID-19 pandemic |
| title_short | Getting the job done: educational robustness of a multi-campus Longitudinal Integrated Clerkship during the COVID-19 pandemic |
| title_sort | getting the job done educational robustness of a multi campus longitudinal integrated clerkship during the covid 19 pandemic |
| topic | Rural Distributed medical education pandemic longitudinal integrated clerkship |
| url | https://pubs.lib.umn.edu/index.php/jrmc/article/view/6760 |
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