To the Point: Integrating the Obstetrics and Gynecology Core Clerkship into a Longitudinal Integrated Curriculum in US Medical Schools

被引：0
|
作者：
Archana Pradhan
Susan Bliss
Samantha Buery-Joyner
LaTasha Craig
Elise Everett
David Forstein
Scott Graziano
Laura Hopkins
Margaret McKenzie
Helen Morgan
Sarah Page-Ramsey
Star Hampton
机构：
[1] Rutgers Robert Wood Johnson Medical School,Department of Obstetrics, Gynecology, and Reproductive Sciences
[2] Carolinas Medical Center,Obstetrics and Gynecology
[3] Virginia Commonwealth University INOVA Campus,Department of Obstetrics and Gynecology
[4] Oklahoma University College of Medicine,Department of Obstetrics and Gynecology
[5] Larner College of Medicine at University of Vermont,Department of Obstetrics, Gynecology, and Reproductive Sciences
[6] Touro College of Osteopathic Medicine-Harlem,Department of Obstetrics and Gynecology
[7] Loyola School of Medicine,Department of Obstetrics and Gynecology
[8] Ottawa University,Department of Obstetrics and Gynecology
[9] Cleveland Clinic Lerner College of Medicine,Department of Obstetrics and Gynecology
[10] University of Michigan School of Medicine,Department of Obstetrics and Gynecology
[11] University of Michigan School of Medicine,Department of Obstetrics and Gynecology
[12] UT Health San Antonio,Department of Obstetrics and Gynecology
[13] Warren Alpert Medical School of Brown University,undefined
来源：
Medical Science Educator | 2020年 / 30卷
关键词：
Longitudinal integrated clerkships; Medical education; Curriculum;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
This article, from the “To the Point” series that is prepared by the Association of Professors of Gynecology and Obstetrics (APGO) Undergraduate Medical Education Committee, is a review of issues to consider when integrating obstetrics and gynecology into a Longitudinal Integrated Clerkship (LIC) model. The background, objectives, and outcomes related to LIC are discussed. Specific challenges and solutions for structuring an LIC in the context of obstetrics and gynecology are examined, which include student/faculty issues as well as process matters such as general infrastructure and specific curriculum concerns.
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页码：1605 / 1610
页数：5
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