A narrative orientation for the longitudinal integrated clerkship

Area of Science:

• Medical Education
• Curriculum Development
• Narrative Medicine

Background:

• Longitudinal Integrated Curriculum (LIC) evaluation revealed weak experiential perspectives and learning integration.
• These two areas are interconnected, with experience guiding the learning process.

Purpose of the Study:

• To address structural deficiencies in the LIC model.
• To propose a novel approach for enhancing integrative, whole-person thinking in medical education.

Main Methods:

• Data collection from students, clinicians, and administrators.
• Analysis using participatory mapping, discussions, and thematic identification of "missing" elements.

Main Results:

• The LIC model lacked explicit structural support for learning integration and experiential perspectives.
• Experiential learning and integration were identified as underdeveloped areas.

Conclusions:

• A narrative orientation, emphasizing human experience and storytelling, can foster integrative thinking.
• Clinical educators embodying this orientation can enhance medical curricula.
• Further research is needed on supporting educators in adopting this narrative approach.