Preceptor Expectations and Experiences in a Longitudinal Integrated Clerkship

Area of Science:

• Medical Education
• Pedagogical Models
• Longitudinal Integrated Clerkship (LIC)

Background:

• The Longitudinal Integrated Clerkship (LIC) is an emerging pedagogical model in medical education, offering an alternative to traditional block-based curricula.
• While student outcomes in LIC programs are widely studied, fewer assessments focus on the experiences of participating preceptors.
• This study investigates changes in preceptor expectations and experiences after participating in an LIC program.

Purpose of the Study:

• To evaluate the impact of first-time participation in a Longitudinal Integrated Clerkship (LIC) program on preceptors' experiences and expectations.
• To assess changes across clinical, administrative, professional, and educational domains of preceptor roles.

Main Methods:

• A prospective cohort study utilizing pre- and post-participation surveys for LIC preceptors.
• Survey questions were Likert-type, grouped into four subscales: clinical, administrative, professional, and educational.
• Statistical analysis included Pearson Chi-Square and independent t-tests to compare preceptor responses.

Main Results:

• A total of 82 unique responses were analyzed from 47 preceptors (56%) in the presurvey and 35 (42%) in the postsurvey.
• The clinical subscale, assessing aspects of patient interaction and physician-student relationships, showed a statistically significant positive change post-LIC (p=0.03).
• No significant changes were observed in the administrative, professional, or educational subscales.

Conclusions:

• First-time LIC preceptors in a new program reported enhanced clinical practice without negative impacts on other professional roles.
• Participation in LIC programs may positively influence preceptor's clinical engagement.
• Further research should explore longitudinal changes in preceptors and student outcomes in LIC settings.