Skip to main content
SpringerLink
Log in

Development and sustainment of professional relationships within longitudinal integrated clerkships in general practice (LICs): a narrative review

  • Review Article
  • Published:
Irish Journal of Medical Science (1971 -) Aims and scope Submit manuscript

Abstract

Background

Longitudinal integrated clerkships (LICs) are a relatively new model of clinical medical education, whereby students participate in patient care over time and develop relationships with those patients’, their clinicians, and other health care staff involved in the care of those patients. It has been called ‘relationship-based education’ but, to date, no review has investigated the development and impact of these central relationships within this curricula model.

Aims

The aim of this study is to review the literature pertaining to relationships in LICs, specifically to understand how they come about and how they affect learning.

Methods

The search strategy systematically explored PubMed, ERIC (EBSCO) and Academic Search Complete, using key words and MESH terms. Original research published in peer-reviewed journals between January 2007 and August 2020 that were written in the English language were included in the review.

Results

After applying set inclusion and exclusion criteria, 43 studies were included in this review. A qualitative thematic analysis was undertaken, and results were synthesised narratively. Four distinct categories were identified: defining relationships in LICs, developing relationships in LICs, relationship maintenance and multi-stakeholder impact.

Conclusions

The longitudinal integrated clerkship model of clinical education facilitates the development of meaningful triangular relationships between student, clinical teacher and patient, which are the central drivers of successful learning within the context of an LIC. These relationships are nested in a set of important supporting relationships involving other supervisors, the medical school and university, the practice clinical and administrative team and peers.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

Data Availability

All data is available for review by contacting the Principal Investigator at Jane.ODoherty@ul.ie.

Abbreviations

CLICs:

Consortium of Longitudinal Integrated Clerkships

GPs:

General Practitioners

LICs :

Longitudinal Integrated Clerkships

References

  1. Balmer D, Richards B, Varpio L (2015) How students experience and navigate transitions in undergraduate medical education: an application of Bourdieu’s theoretical model. Adv Health Sci Educ Theory Pract 20(4):1073–1085. https://doi.org/10.1007/s10459-015-9588-y

    Article  PubMed  Google Scholar 

  2. Crotty B (2005) More students and less patients: the squeeze on medical teaching resources. Med J Aust 183(9):444–445

    Article  Google Scholar 

  3. Kilminster S, Jolly B, van der Vleuten C (2002) A framework for effective training for supervisors. Med Teach 24(4):385–389. https://doi.org/10.1080/0142159021000000834

    Article  PubMed  Google Scholar 

  4. Branch W, Pels R, Lawrence R et al (1993) Becoming a doctor – critical-incident reports from third-year medical students. N Engl J Med 329(15):1130–1132. https://doi.org/10.1056/NEJM199310073291518

    Article  CAS  PubMed  Google Scholar 

  5. Connolly M, Sweet L, Campbell D (2014) What is the impact of longitudinal rural medical student clerkships on clinical supervisors and hospitals? Aust J Rural Health 22(4):179–188. https://doi.org/10.1111/ajr.12097

    Article  PubMed  Google Scholar 

  6. Norris T, Schaad D, DeWitt D et al (2009) Longitudinal integrated clerkships for medical students: an innovation adopted by medical schools in Australia, Canada, South Africa, and the United States. Acad Med 84(7):902–907. https://doi.org/10.1097/ACM.0b013e3181a85776

    Article  PubMed  Google Scholar 

  7. Zink T, Power D, Finstad D et al (2010) Is there equivalency between students in a longitudinal, rural clerkship and a traditional urban-based program? Fam Med 42(10):702–706

    PubMed  Google Scholar 

  8. Hari R, Harris M, Frey P et al (2018) Broadening the clinical spectrum for medical students towards primary care: a pre-post analysis of the effect of the implementation of a longitudinal clerkship in general practice. BMC Med Ed 18(34):1–6. https://doi.org/10.1186/s12909-018-1152-z

    Article  Google Scholar 

  9. Witney M, Isaac V, Playford D et al (2018) Block versus longitudinal integrated clerkships: students’ views of rural clinical supervision. Med Educ 52(7):716–724. https://doi.org/10.1111/medu.13573

    Article  PubMed  Google Scholar 

  10. Poncelet AN, Mazotti LA, Blumberg B et al (2014) Creating a Longitudinal integrated clerkship with mutual benefits for an academic medical center and a community health system. Perm J 18(2):50–56. https://doi.org/10.7812/TPP/13-137

    Article  PubMed  PubMed Central  Google Scholar 

  11. Bartlett M, Couper I, Poncelet A et al (2020) The do’s, don’ts and don’t knows of establishing a sustainable longitudinal integrated clerkship. Perspect Med Educ 9:5–19. https://doi.org/10.1007/s40037-019-00558-z

    Article  PubMed  PubMed Central  Google Scholar 

  12. Hirsh D, Walters L, Poncelet A (2012) Better learning, better doctors, better delivery system: possibilities from a case study of longitudinal integrated clerkships. Med Teach 34(7):548–554. https://doi.org/10.3109/0142159X.2012.696745

    Article  PubMed  Google Scholar 

  13. Worley P, Martin A, Prideaux D et al (2008) Vocational career paths of graduate entry medical students at Flinders University: a comparison of rural, remote and tertiary tracks. Med J Aust 188(3):177–178

    Article  Google Scholar 

  14. Stagg P, Greenhill J, Worley P (2009) A new model to understand the career choice and practice location decisions of medical graduates. Rural Remote Health 9(4):1245

    CAS  PubMed  Google Scholar 

  15. Couper I, Worley PS, Strasser R (2011) Rural longitudinal integrated clerkships: lessons from two programs on different continents. Rural Remote Health 11(2):1665

    PubMed  Google Scholar 

  16. Adams J, Ari M, Cleeves M et al (2020) Reflective writing as a window on medical students’ professional identity development in a longitudinal integrated clerkship. Teach Learn Med 32(2):117–125. https://doi.org/10.1080/10401334.2019.1687303

    Article  PubMed  Google Scholar 

  17. Hirsh D, Ogur B, Thibault G et al (2007) “Continuity” as an organizing principle for clinical education reform. N Engl J Med 356(8):858–866. https://doi.org/10.1056/NEJMsb061660

    Article  CAS  PubMed  Google Scholar 

  18. Thistlethwaite JE, Bartle E, Chong AA et al (2013) A review of longitudinal community and hospital placements in medical education: BEME Guide No. 26. Med Teach 35(8):1340–1364. https://doi.org/10.3109/0142159X.2013.806981.

  19. Worley P (2002) Integrity: the key to quality in community-based medical education? (Part Two). Educ Health (Abingdon) 15(2):129–138. https://doi.org/10.1080/13576280210133053

    Article  Google Scholar 

  20. Howe A (2000) Primary care education for the new NHS: a discussion paper. Med Educ 34(5):385–390. https://doi.org/10.1046/j.1365-2923.2000.00562.x

    Article  CAS  PubMed  Google Scholar 

  21. Baldor R, Brooks W, Warfield M et al (2001) A survey of primary care physicians’ perceptions and needs regarding the precepting of medical students in their offices. Med Educ 35(8):789–795. https://doi.org/10.1046/j.1365-2923.2001.00980.x

    Article  CAS  PubMed  Google Scholar 

  22. Hudson J, Weston K, Farmer E (2011) Engaging rural preceptors in new longitudinal community clerkships during workforce shortage: a qualitative study. BMC Fam Pract 12:103. https://doi.org/10.1186/1471-2296-12-103

    Article  PubMed  PubMed Central  Google Scholar 

  23. Walters L, Prideaux D, Worley P et al (2011) Demonstrating the value of longitudinal integrated placements to general practice preceptors. Med Educ 45(5):455–463. https://doi.org/10.1111/j.1365-2923.2010.03901.x

    Article  PubMed  Google Scholar 

  24. Hauer K, Hirsh D, Ma I, Hansen L et al (2012) The role of role: learning in longitudinal integrated and traditional block clerkships. Med Educ 46(7):698–710. https://doi.org/10.1111/j.1365-2923.2012.04285.x

    Article  PubMed  Google Scholar 

  25. Beattie J, Binder J, Ramsbottom V et al (2019) The role of vertically integrated learning in a rural longitudinal integrated clerkship. BMC Med Ed 19:328. https://doi.org/10.1186/s12909-019-1767-8

    Article  Google Scholar 

  26. Weston K, Hudson J (2014) Clinical scholarship among preceptors supervising longitudinal integrated medical clerkships in regional and rural communities of practice. Aust J Rural Health 22(2):80–85. https://doi.org/10.1111/ajr.12090

    Article  PubMed  Google Scholar 

  27. Takamura A, Ie K, Takemura Y (2015) Overcoming challenges in primary care education: a trial of a longitudinal integrated clerkship in a rural community hospital setting in Japan. Educ Prim Care 26(2):122–126. https://doi.org/10.1080/14739879.2015.11494326

    Article  PubMed  Google Scholar 

  28. Birden H, Barker J, Wilson I (2016) Effectiveness of a rural longitudinal integrated clerkship in preparing medical students for internship. Med Teach 38(9):946–956. https://doi.org/10.3109/0142159X.2015.1114594

    Article  PubMed  Google Scholar 

  29. Myhre D, Adamiak P, Woloschuk W et al (2015) Rural longitudinal integrated clerkships: changing interests and demographics of medical students. Can J Rural Med 20(3):83–91

    PubMed  Google Scholar 

  30. Eley D, Brooks K, Zink T et al (2013) Toward a global understanding of students who participate in rural primary care longitudinal integrated clerkships: considering personality across 2 continents. J Rural Health 30(2):164–174. https://doi.org/10.1111/jrh.12039

    Article  PubMed  Google Scholar 

  31. Denz-Penhey H, Murdoch J (2009) ‘It’s really, really good, but it could be a lot better’: qualitative evaluation of a Rural Clinical School, four years on. Med Teach 31(10):443–448. https://doi.org/10.3109/01421590902849537

    Article  Google Scholar 

  32. Rodríguez C, Bélanger E, Nugus P et al (2019) Community preceptors’ motivations and views about their relationships with medical students during a longitudinal family medicine experience: a qualitative case study. Teach Learn Med 31(2):119–128. https://doi.org/10.1080/10401334.2018.1489817

    Article  PubMed  Google Scholar 

  33. Garne D, Weston K, Smith B et al (2013) Beyond the honeymoon period: keeping preceptors and practices wedded to the longitudinal integrated clerkship (LIC) model. In Big Sky CLIC Conference. Washington.

  34. Konkin D, Suddards C (2015) Who should choose a rural LIC: a qualitative study of perceptions of students who have completed a rural longitudinal integrated clerkship. Med Teach 37(11):1026–1031. https://doi.org/10.3109/0142159X.2015.1031736

    Article  PubMed  Google Scholar 

  35. General Medical Council (2009) Clinical placements for medical students. General Medical Council. https://www.gmc-uk.org/-/media/documents/Clinical_placements_for_medical_students___guidance_0815.pdf_56437824.pdf Accessed 08 October 2020

  36. Hauer K, Mazotti L, O’Brien B et al (2011) Faculty verbal evaluations reveal strategies used to promote medical student performance. Med Educ Online 16(1):6354. https://doi.org/10.3402/meo.v16i0.6354

    Article  Google Scholar 

  37. Cunic C, Regehr G, Frost H et al (2018) It’s all about relationships: a qualitative study of family physicians’ teaching experiences in rural longitudinal clerkships. Perspect Med Educ 7(2):100–109. https://doi.org/10.1007/s40037-018-0416-y

    Article  Google Scholar 

  38. Hauer K, O’Brien B, Hansen L et al (2012) More is better. Acad Med 87(10):1389–1396. https://doi.org/10.3109/0142159X.2013.774335

    Article  PubMed  Google Scholar 

  39. Bell S, Krupat E, Fazio S et al (2008) Longitudinal pedagogy: a successful response to the fragmentation of the third-year medical student clerkship experience. Acad Med 83(5):467–475. https://doi.org/10.1097/ACM.0b013e31816bdad5

    Article  PubMed  Google Scholar 

  40. Wamsley M, Dubowitz N, Kohli P et al (2009) Continuity in a longitudinal out-patient attachment for year 3 medical students. Med Educ 43(9):895–906. https://doi.org/10.1111/j.1365-2923.2009.03424.x

    Article  PubMed  Google Scholar 

  41. Denz-Penhey H, Murdoch J (2010) Is small beautiful? Student performance and perceptions of their experience at larger and smaller sites in rural and remote longitudinal integrated clerkships in the Rural Clinical School of Western Australia. Rural Remote Health 10(3):1470

    PubMed  Google Scholar 

  42. Henderson M, Upham S, King D et al (2018) Medical students, early general practice placements and positive supervisor experiences. Educ Prim Care 29(2):71–78. https://doi.org/10.1080/14739879.2017.1409084

    Article  PubMed  Google Scholar 

  43. Dubé T, Schinke R, Strasser R (2019) It takes a community to train a future physician: social support experienced by medical students during a community-engaged longitudinal integrated clerkship. Can Med Educ J 10(3):e5–e16

    Article  Google Scholar 

  44. Latessa R, Schmitt A, Beaty N et al (2016) Preceptor teaching tips in longitudinal clerkships. Clin Teach 13(3):213–218. https://doi.org/10.1111/tct.12416

    Article  PubMed  Google Scholar 

  45. Roberts C, Daly M, Held F et al (2016) Social learning in a longitudinal integrated clinical placement. Adv Health Sci Educ Theory Pract 22(4):1011–1029. https://doi.org/10.1007/s10459-016-9740-3

    Article  PubMed  Google Scholar 

  46. Golden BP, Henschen BL, Gard LA et al (2018) Learning to be a doctor: medical students’ perception of their roles in longitudinal outpatient clerkships. Patient Educ Couns 101(11):2018–2024. https://doi.org/10.1016/j.pec.2018.08.003

    Article  PubMed  Google Scholar 

  47. Tanna S, Fyfe M, Kumar S (2020) Learning through service: a qualitative study of a community-based placement in general practice. Educ Prim Care 31(5):305–310. https://doi.org/10.1080/14739879.2020.1759459

    Article  PubMed  Google Scholar 

  48. Bates J, Konkin J, Suddards C et al (2013) Student perceptions of assessment and feedback in longitudinal integrated clerkships. Med Educ 47(4):362–374. https://doi.org/10.1111/medu.12087

    Article  PubMed  Google Scholar 

  49. Daly M, Roberts C, Kumar K et al (2013) Longitudinal integrated rural placements: a social learning systems perspective. Med Educ 47(4):352–361. https://doi.org/10.1111/medu.12097

    Article  PubMed  Google Scholar 

  50. Bernstein J, Wood S, Latessa R et al (2019) Teaching in longitudinal integrated clerkships: the seven ‘C’s. Clin Teach 16:101–107. https://doi.org/10.1111/tct.12947

    Article  PubMed  Google Scholar 

  51. Hirsh D, Holmboe E, ten Cate O (2014) Time to trust longitudinal integrated clerkships and entrustable professional activities. Acad Med 89(2):201–204

    Article  Google Scholar 

  52. Ogur B, Hirsh D (2009) Learning through longitudinal patient care—narratives from the Harvard Medical School-Cambridge Integrated Clerkship. Acad Med 84(7):844–850. https://doi.org/10.1097/ACM.0b013e3181a85793

    Article  PubMed  Google Scholar 

  53. TeheraniOʼBrien B, Masters D, A et al (2009) Burden, responsibility, and reward: preceptor experiences with the continuity of teaching in a longitudinal integrated clerkship. Acad Med 84:50–53. https://doi.org/10.1097/ACM.0b013e3181b38b01

    Article  Google Scholar 

  54. Daly M, Perkins D, Kumar K et al (2013) What factors in rural and remote extended clinical placements may contribute to preparedness for practice from the perspective of students and clinicians? Med Teach 35(11):900–907. https://doi.org/10.3109/0142159X.2013.820274

    Article  PubMed  Google Scholar 

  55. Dubé T, Schinke R, Strasser R et al (2015) Transition processes through a longitudinal integrated clerkship: a qualitative study of medical students’ experiences. Med Educ 49(10):1028–1037. https://doi.org/10.1111/medu.12797

    Article  PubMed  Google Scholar 

  56. Brooks K, Eley D, Zink T (2013) Profiles of rural longitudinal integrated clerkship students: a descriptive study of six consecutive student cohorts. Med Teach 36(2):148–154. https://doi.org/10.3109/0142159X.2013.849799

    Article  PubMed  Google Scholar 

  57. Bing-You R, Trowbridge T, Kruithoff C et al (2014) Unfreezing the Flexnerian Model: introducing longitudinal integrated clerkships in rural communities. Rural Remote Health 14(3):1–12

    Google Scholar 

  58. Chou C, Masters D, Chang A et al (2013) Effects of longitudinal small-group learning on delivery and receipt of communication skills feedback. Medical Educ 47(11):1073–1079. https://doi.org/10.1111/medu.12246

    Article  Google Scholar 

  59. Bing-You R, Hayes V, Palka T et al (2018) The art (and artifice) of seeking feedback: clerkship students’ approaches to asking for feedback. Acad Med 93:1218–1226. https://doi.org/10.1097/ACM.0000000000002256

    Article  PubMed  Google Scholar 

  60. Hudson J, Thomson B, Weston K et al (2015) When a LIC came to town: the impact of longitudinal integrated clerkships on a rural community of healthcare practice. Rural Remote Health 15(3):3333

    PubMed  Google Scholar 

  61. Konkin D, Suddards C (2017) Students’ experiences of role, relationships and learning in two clerkship models. Med Educ 51(5):490–497. https://doi.org/10.1111/medu.13268

    Article  PubMed  Google Scholar 

  62. Schultz K, Devla D, Kerr J (2012) Emotional effects of continuity of care on family physicians and the therapeutic relationship. Can Fam Physician 58(2):178–185

    PubMed  PubMed Central  Google Scholar 

  63. Mezirow J (2009) An overview on transformative learning. Routledge, New York

    Google Scholar 

  64. Salminen H, Öhman E, Stenfors-Hayes T (2016) Medical students’ feedback regarding their clinical learning environment in primary healthcare: a qualitative study. BMC Med Educ 16:313. https://doi.org/10.1186/s12909-016-0837-4

    Article  PubMed  PubMed Central  Google Scholar 

  65. Worley P, Couper I, Strasser R et al (2016) A typology of longitudinal integrated clerkships. Med Educ 50(9):922–932. https://doi.org/10.1111/medu.13084

    Article  PubMed  Google Scholar 

  66. Ogur B, Hirsh D, Krupat E et al (2007) The Harvard Medical School-Cambridge integrated clerkship: an innovative model of clinical education. Acad Med 82(4):397–404. https://doi.org/10.1097/ACM.0b013e31803338f0

    Article  PubMed  Google Scholar 

  67. Ellaway R, Graves L, Greene P (2013) Medical education in an electronic health record-mediated world. Med Teach 35(4):282–286. https://doi.org/10.3109/0142159X.2013.773396

    Article  PubMed  Google Scholar 

  68. Hudson J, Poncelet A, Weston K et al (2016) Longitudinal integrated clerkships. Med Teach 39(1):7–13. https://doi.org/10.1080/0142159X.2017.1245855

    Article  PubMed  Google Scholar 

  69. Sutkin G, Wagner E, Harris I et al (2008) What makes a good clinical teacher in medicine? A review of the literature. Acad Med 83(5):452–466. https://doi.org/10.1097/ACM.0b013e31816bee61

    Article  PubMed  Google Scholar 

  70. Walters L, Worley P, Prideaux D et al (2007) Do consultations in rural general practice take more time when practitioners are precepting medical students? Med Educ 42(1):69–73. https://doi.org/10.1111/j.1365-2923.2007.02949.x

    Article  Google Scholar 

  71. Sturman N, Régo P, Dick M (2011) Rewards, costs and challenges: the general practitioner’s experience of teaching medical students. Med Educ 45(7):722–730. https://doi.org/10.1111/j.1365-2923.2011.03930.x

    Article  PubMed  Google Scholar 

  72. Johnson W (2006) On being a mentor: a guide for higher education faculty. Routledge, New York

    Book  Google Scholar 

  73. Hauer K, O’Brien B, Poncelet A (2009) Longitudinal, integrated clerkship education: better for learners and patients. Acad Med 84(7):821. https://doi.org/10.1097/ACM.0b013e3181a824bc

    Article  PubMed  Google Scholar 

  74. McKeown A, Mollaney J, Ahuja N et al (2019) UK longitudinal integrated clerkships: where are we now? Educ Prim Care 30(5):270–274. https://doi.org/10.1080/14739879.2019.1653228

    Article  PubMed  Google Scholar 

  75. Pichlhöfer O, Tönies H, Spiegel W et al (2013) Patient and preceptor attitudes towards teaching medical students in General Practice. BMC Med Educ 13:1. https://doi.org/10.1186/1472-6920-13-83

    Article  Google Scholar 

  76. Walters L, Greenhill J, Richards J et al (2012) Outcomes of longitudinal integrated clinical placements for students, clinicians and society. Med Educ 46(11):1028–1041. https://doi.org/10.1111/j.1365-2923.2012.04331.x

    Article  PubMed  Google Scholar 

  77. Gaufberg E, Shtasel D, Hirsh D et al (2008) The Harvard Medical School Cambridge Integrated Clerkship: challenges of longitudinal integrated training. Clin Teach 5(2):78–82. https://doi.org/10.1111/j.1743-498X.2008.00209.x

    Article  Google Scholar 

  78. Haide, P, Stein H (2006) The Role of the Student-Teacher Relationship in the Formation of Physicians. The Hidden Curriculum as Process. J Gen Intern Med 21(1):16–20.

  79. Dornan T, Tan N, Boshuizen H et al (2014) How and what do medical students learn in clerkships? Experience based learning (ExBL). Adv Health Sci Educ Theory Pract 19(5):721–749. https://doi.org/10.1111/j.1525-1497.2006.00304.x

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Medicine, University of Limerick, Plassey, Limerick, Ireland

    Jane O’Doherty, Sarah Hyde, Raymond O’Connor, Peter Hayes, Vikram Niranjan, Aidan Culhane, Pat O’Dwyer, Patrick O’Donnell, Liam Glynn & Andrew O’Regan

  2. Health Research Institute, University of Limerick, Plassey, Limerick, Ireland

    Sarah Hyde, Raymond O’Connor, Vikram Niranjan, Patrick O’Donnell, Liam Glynn & Andrew O’Regan

  3. Mid-West Specialist Training Programme in General Practice, University of Limerick, Plassey, Limerick, Ireland

    Raymond O’Connor

  4. Health Professions Education Unit, Hull York Medical School, University of York, York, UK

    Megan E. L. Brown

Authors
  1. Jane O’Doherty
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Sarah Hyde
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Raymond O’Connor
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Megan E. L. Brown
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Peter Hayes
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Vikram Niranjan
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Aidan Culhane
    View author publications

    You can also search for this author in PubMed Google Scholar

  8. Pat O’Dwyer
    View author publications

    You can also search for this author in PubMed Google Scholar

  9. Patrick O’Donnell
    View author publications

    You can also search for this author in PubMed Google Scholar

  10. Liam Glynn
    View author publications

    You can also search for this author in PubMed Google Scholar

  11. Andrew O’Regan
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

JO’D, SH, RO’C, PH, AC, PO’Da, PO’Db, LG and AO’R made substantial contributions to the conception or design of the work; or the acquisition, analysis or interpretation of data; or the creation of new software used in the work; JO’D, SH, RO’C, MB, PH, AC, PO’Da, PO’Db, LG and AO’R drafted the work or revised it critically for important intellectual content; JO’D, SH, RO’C, MB, PH, VN, AC, PO’Da, PO’Db, LG and AO’R approved the version to be published; and JO’D agreed to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.

Corresponding author

Correspondence to Jane O’Doherty.

Ethics declarations

Consent for publication

All authors consent to publication of this paper.

Conflict of interest

We declare no conflict of interest or competing interests

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

O’Doherty, J., Hyde, S., O’Connor, R. et al. Development and sustainment of professional relationships within longitudinal integrated clerkships in general practice (LICs): a narrative review. Ir J Med Sci 191, 447–459 (2022). https://doi.org/10.1007/s11845-021-02525-2

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11845-021-02525-2

Keywords

Search

Navigation