LIC Workgroup Frank Batcha MD CoChair Jennifer Wright

LIC Workgroup • • • Frank Batcha, MD – Co-Chair Jennifer Wright, MD – Co-Chair Daniel Bechtold, MD Danielle Bienz, MEd Heidi Combs, MD, MS Daniel Cornish, MD Barb Doty, MD Kellie Engle Jay Erickson, MD • • • Michelle Fleming Janelle Strampe, MS 4 Laura Goodell, MD Constance Lamb Katie Martin, MD Christina Marchion, MD Vicki Mendiratta, MD Richard Shugerman, MD Sarah Wood

Charge • Make a recommendation to the Curriculum Committee about the optimal model(s) for Longitudinal Integrated Clerkships (LIC) at UWSOM. • Make a recommendation to the Curriculum Committee regarding the efficient administration of LICs; where the responsibility for the curriculum should lie, oversight, learning objectives, assessment and evaluation and congruence in learning outcomes.

Background • Contacted 10 programs • Trend of more institutions developing LICs or expanding existing LICs • Equivalent outcomes compared with block style clerkships • USMLE scores • NBME test scores • Clinical grades • Hypothesis that this is a better structure for teaching medicine • Multi-specialty LICs • • Most common Generally 10 -12 months in length Interspersed inpatient bursts 2 -4 weeks long Few students participating to the whole class • Single specialty LICs • Much less common (U of Minn) • Focused on rural and primary care workforce needs

Recommendation: 3 paths • Traditional blocked clerkships • Departmentally based blocks • Urban and rural sites • Multi-specialty LICs • • • Olympia LIC model Integrated departmentally based outpatient with interspersed inpatient experiences Entire Patient Care phase Urban or small city setting – goal to have in each region Common structure to streamline administration • Single-specialty LICs • • WRITE model (expanded) TRUST as separate LCME Track WRITE as separate non-departmental course Focused on developing skills for rural primary care practitioners

WRITE/TRUST specific recommendations • TRUST as an independent parallel LCME Track, with it’s own • Curriculum • Objectives • Grading • WRITE as separate course, distinct from current clerkship model • • Departments sharing learning objectives WRITE leadership responsible for determining objectives to apply Use of NBME subject exams would help with congruence Inpatient experiences • • Distinct from traditional clerkships Specialty based Specifically created to pair with other WRITE experiences May be located in regional communities • Closer to WRITE sites • Ease of scheduling • Embedded in communities • More focused on rural education