Clerkship Terminology

Clerkship Terminology

Clerkship: A clerkship is a hands-on, practical training experience for medical students in various disciplines. It is an essential part of their education where they apply theoretical knowledge in real-world clinical settings. It is often also called a “rotation.”

Site: In the context of medical education, a site refers to a specific location where clinical training occurs. It can include hospitals, clinics, or other healthcare settings where students gain practical experience under the guidance of preceptors.

Site Director: A site director is a key figure who oversees and coordinates activities at a specific clinical site. They play a pivotal role in bridging communication between the university and clinical settings.

Community Instructor: A “community instructor” typically refers to an individual from the local community who serves as an instructor or mentor in an educational setting. In the context of medical education, a community instructor is someone who may not be a full-time faculty member at the academic institution but plays a crucial role in the training and education of medical students.

Community instructors often bring real-world, practical experience to the educational environment, sharing their expertise and insights with students. They may contribute to clinical teaching, precepting students during clerkships, and providing valuable perspectives on the application of medical knowledge in community-based healthcare settings.

The role of a community instructor is essential in creating a well-rounded and comprehensive medical education experience, as they bridge the gap between academic learning and the practical aspects of healthcare delivery in the community. The specific responsibilities and contributions of community instructors vary depending on the educational program and the institution’s needs.

Primary Attachment Model: The primary attachment model involves students forming a connection with a specific site or health system for their clinical experience. This concept is applicable to all students who choose CentraCare for their clinical training, excluding those engaged in longitudinal experiences, which we will discuss shortly.

Clinical Lanes: Just like lanes on a highway, clinical lanes represent distinct pathways or schedules within a clerkship. They help streamline the learning experience, ensuring students cover a breadth of clinical scenarios. We will talk about the clinical lanes for upcoming Twin Cities and Duluth students on the next slide.

Faculty Appointments: This refers to the official designation of faculty members who contribute to the education and mentorship of medical students. Faculty appointments recognize their vital role in shaping the next generation of healthcare professionals. The University of Minnesota will appoint all clinical partners participating in clinical education as “Community Instructors.”  Site directors will be given further titling as “Adjunct Faculty” and will be offered University email, access to library services, and the ability to provide summative assessment for students at completion of their clerkship.

Longitudinal Integrated Clerkship (LIC): In an LIC, students engage in continuous, immersive clinical experiences across multiple disciplines over an extended period. This model fosters ongoing relationships between students, preceptors, and patients, providing a holistic view of medical practice.

Understanding these terms sets the stage for effective collaboration and a shared understanding of our educational framework. Now, let’s move forward as we equip ourselves to guide the Class of 2025 through their transformative journey in medicine.”

RPAP: The rural physician associate program is an example of a longitudinal integrated clerkship occurring with preceptors in the rural setting.

MetroPAP: The metropolitan physician associate program is an example of a longitudinal integrated clerkship occurring with preceptors in a metropolitan setting.