Student-directed learning in a LIC: How do they find it? An exploration into the medical students’ perceptions of the utility of the self-directed component (‘white space’) of the Longitudinal Integrated Clerkship in the ScotGEM curriculum

Abstract

Background Scottish Graduate Entry Medicine (ScotGEM) is a new four-year graduate entry medical programme. During the third year, students undertake a Longitudinal Integrated Clerkship (LIC) where they are integrated into one General Practice for two and a half days a week. The remaining time is ‘white space’, allowing students to undertake placements and portfolio work; while directing their learning. Aims To explore the students’ perceptions of the utility of the ‘white space’ of the ScotGEM LIC. Secondary aims were to explore the positive aspects of this space, the challenges of utilising this space and to explore any difference in the ‘white space’ between LIC regions. Methods An explorative case study methodology was utilised and semi-structured interviews were conducted with third and fourth-year students. 13 interviews were transcribed for inductive thematic analysis. Findings Four themes were established: the students’ usage of the ‘white space’; the tools they used to guide learning in this space; regional variations in LIC experiences and they offered suggestions to improve the utility of this space. Discussion and conclusion The findings are detailed and integrated with relevant literature to inform recommendations for future LIC practice and suggestions for future research are offered.