Amarjot K. Padda,University of Alberta,Edmonton,AB - ALBERTA, CA,Darren . Nichols,University of Alberta,Edmonton,Alberta,Melanie . Lewis,University of Alberta,Edmonton,Alberta,Karen . Forbes,University of Alberta,Edmonton,Alberta
Longitudinal integrated clerkship (LIC) programs have gained popularity as a means to immerse students in a multidisciplinary integrated curriculum. In these unique learning environments, students learn by caring comprehensively for patients in continuity with their clinical teachers. The academic performance of LIC students is comparable to traditional block clerkship (TBC) students; this occurs despite learning in isolation versus with a cohort of peers, and possibly due to associated differences in learning strategies, including self-regulated learning (SRL). SRL, the ability to self- direct, self-monitor, and self-assess ones own learning, is an important skill to enhance learning and clinical performance.
Self-regulated learning: LIC students identified various aspects of SRL as critical in their learning. Specifically, students endorsed the importance of self-assessment and self-motivation to identify and address gaps in their learning, particularly considering the lack of discipline based structure and formal assessments associated with TBC. Furthermore, students identified that patients, especially those with undifferentiated problems, both motivated and guided their learning.
Resource utilization: Students indicated the key considerations in selecting learning resources as being conciseness, accessibility, evidence based and up to date with current recommendations. Students also tailored study resources to the learning context.Discussion:
LIC students highlighted key considerations in choosing learning resources and endorsed patient-centred, self-regulated learning. These findings may allow educators to tailor learning activities and resources to the longitudinal integrated learning environments. Future focus groups with TBC students will explore similarities and differences among students in these different learning environments with respect to SRL and resource utilization.