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Longitudinal Research

Longitudinal Research

Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...

Longitudinal Studies

Longitudinal Studies

Longitudinal studies are also widely used in other medical and social science fields. For instance, in cardiovascular research, they can monitor patients' health over decades to identify risk factors for heart disease, such as high cholesterol or smoking, and evaluate the long-term effectiveness of preventive measures. Similarly, in mental health studies, researchers might follow individuals from adolescence into adulthood to understand the development and progression of conditions like...

Social Loafing

Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated, individuals become less...

Surveys

Surveys

Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Nursing Process for Patient and Caregiver Teaching II: Planning and Implementation

Planning for learning involves the development of a teaching plan. Teaching plans are similar to nursing care plans—both follow the steps of the nursing process. Planning in the teaching process involves setting goals and outcomes. Here, goals identify what a patient needs to achieve to understand a healthcare topic better, whereas the outcomes are the action to be performed by the patient to achieve the goal within a timeframe. For example, if the goal is to educate the patient about insulin...

Cross-Sectional Research

Cross-Sectional Research

In cross-sectional research, a researcher compares multiple segments of the population at the same time. If they were interested in people's dietary habits, the researcher might directly compare different groups of people by age. Instead of following a group of people for 20 years to see how their dietary habits changed from decade to decade, the researcher would study a group of 20-year-old individuals and compare them to a group of 30-year-old individuals and a group of 40-year-old...

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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Published on: September 11, 2021

Tips for teaching in longitudinal clerkships.

David Stern Levitt¹, Molly Cooke

¹School of Medicine, University of California, San Francisco, USA. david.s.levitt@gmail.com

The Clinical Teacher

|May 19, 2011

Summary

Longitudinal clinics (LCs) offer unique medical student learning opportunities. Effective teaching strategies in LCs maximize learning by gradually increasing student responsibility over the academic year.

Area of Science:

Medical Education
Clinical Pedagogy

Background:

Longitudinal clinics (LCs) are becoming more prevalent in North American medical education.
LCs differ structurally from traditional block rotations, necessitating distinct teaching approaches.
The extended student-teacher relationship in LCs facilitates progressive skill development and entrustment.

Purpose of the Study:

To identify effective teaching strategies for longitudinal clinics.
To provide practical guidance for optimizing learning in LC settings.

Main Methods:

Gathered feedback from students and teachers involved in a year-long LC program.
Analyzed feedback to identify key elements of successful workplace learning.

Main Results:

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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Published on: September 11, 2021

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

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Published on: November 15, 2024

Identified four key strategies for effective workplace learning in LCs.
Feedback highlighted the value of anticipated learning trajectories and gradual entrustment.

Conclusions:

Implementing specific teaching tips can enhance the transition into complex clinical environments.
Optimized teaching strategies in LCs maximize learning from clinical encounters.