Evaluating the implementation of a new Longitudinal Integrated Clerkship for all year four medical students at Newcastle University, United Kingdom

Talk Code: 
A. Dodsworth
A. Dodsworth1,2, C Rothwell3, H. Alberti3, P. Paes3 and J. Illing3,4
Author institutions: 
1. Population Health Sciences Institute, Newcastle University, United Kingdom 2. Northumbria General Practice Training Programme, Health Education England North East and Cumbria, United Kingdom 3. School of Medical Education, Newcastle University, United Kingdom 4. RCSI, Dublin, Republic of Ireland


Due to the growing evidence of Longitudinal Integrated Clerkships (LICs), 329 year four medical students started an LIC in September 2020 at Newcastle University, United Kingdom. Students spend up to three days each week across three clinical placements (medicine, surgery and general practice) over 23 weeks. Students have one supervisor per placement and follow seven patients over multiple encounters across their LIC. This is known as their patient panel.

To the best of our knowledge this is the largest LIC worldwide. Given its scale, an evaluation of the LICs implementation has taken place to support the ongoing development for the current and future year four medical students.

Aim: To evaluate the implementation of the LIC as described by students and supervisors.

The process

All students were invited for interview. Respondents were purposively sampled, using an online questionnaire, to achieve maximum variation. Interviews were conducted early in the students’ LIC, and at the end-point of their LIC.

All supervisors were invited for interview at the mid- and end-point of the LIC.

The proposed sample size was 50 and 30, students and supervisors respectively.

All interviews were conducted by telephone. Audio-recordings were transcribed verbatim with identifiable information removed. Data was thematically analysed by two authors independently.


46 students completed an interview between weeks 6-10 of the LIC. 29 supervisors completed an interview between weeks 15-19 of the LIC. 23 students and 25 supervisors completed follow-up interviews at the LIC end-point.

Data analysis is ongoing. Early themes identified, include: the ‘student-supervisor relationship’ with sub-themes of trust and tailored student experiences, and the ‘hidden curriculum’ with sub-themes of identity formation and professionalism. Other themes include: placement length and type, and meaningful student participation.


Findings will generate discussion and support the ongoing development of the LIC for the current and future year four medical students.