The role of vertically integrated learning in a rural longitudinal integrated clerkship

Beattie, Jessica, Binder, Marley, Ramsbottom, Vivienne and Fuller, Lara 2019, The role of vertically integrated learning in a rural longitudinal integrated clerkship, BMC medical education, vol. 19, pp. 1-8, doi: 10.1186/s12909-019-1767-8.

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Title The role of vertically integrated learning in a rural longitudinal integrated clerkship
Author(s) Beattie, JessicaORCID iD for Beattie, Jessica
Binder, Marley
Ramsbottom, Vivienne
Fuller, Lara
Journal name BMC medical education
Volume number 19
Article ID 328
Start page 1
End page 8
Total pages 8
Publisher BMC
Place of publication London, Eng.
Publication date 2019
ISSN 1472-6920
Keyword(s) Social Sciences
Education & Educational Research
Education, Scientific Disciplines
Vertically integrated learning
Longitudinal integrated clerkships
Rural medical education
General practice
Community based education
Qualitative research
Rural generalist pathway
Communities of practice
Near-peer learning
Summary Background: Deakin's Rural Community Clinical School (RCCS) is a Longitudinal Integrated Clerkship (LIC) program in Western Victoria. Students undertake a year-long placement in a rural General Practice, many of which also host General Practice Registrars. There is a lack of evidence addressing the role and impact of Vertically Integrated Learning (VI) in practices hosting both LIC medical students and General Practice Registrars. The objective of the study was to establish how VI is perceived in the LIC context and the impact that it has on both learners and practices, in order to consider how to potentiate the role it can play in facilitating learning. Methods: Semi-structured, in-depth, qualitative interviews were undertaken, with 15 participants located in RCCS General Practices. Emergent themes were identified by thematic analysis. Results: Five main interconnected themes were identified; (i) understanding and structure, (ii) planning and evaluation, (iii) benefits, (iv) facilitators, and (v) barriers. Conclusion: VI in a rural LIC is not clearly understood, even by participants. VI structure and methodology varied considerably between practices. Benefits included satisfying and efficient sharing of knowledge between learners at different levels. VI was facilitated by the supportive and collegiate environment identified as being present in a rural LIC context. Resources for VI are needed to guide content and expectations across the continuum of medical training and evaluate its role. The financial impact of VI in a rural LIC warrants further exploration.
Language eng
DOI 10.1186/s12909-019-1767-8
Indigenous content off
Field of Research 130209 Medicine, Nursing and Health Curriculum and Pedagogy
1302 Curriculum and Pedagogy
1117 Public Health and Health Services
Socio Economic Objective 930102 Learner and Learning Processes
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2019, The Author(s)
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Document type: Journal Article
Collections: Faculty of Health
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