The DOI matches its Crossref record; 53 of the 53 references it cites were found in a registry or an index.
“Continuity” as an Organizing Principle for Clinical Education Reform
Abstract
The traditional approach to clinical education has involved a series of rotations in various clinical settings. This article which concludes the medical education series, presents evidence and musters arguments for longitudinal integration of the medical curriculum.
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“Collectively, these activities are best achieved through longitudinal relationships with faculty who assimilate various sources of information (e.g., direct observation, multisource feedback) and provide customized appraisal and feedback, facilitating an exploration to identify improvement areas [13–20].”
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Metadata
- Authors
- Hirsh, D. A., Ogur, B., Thibault, G. E., & Cox, M.
- Affiliations
- Harvard University (US)
- ORCID
- Hirsh, David A.
- Venue
- New England Journal of Medicine
- Publisher
- Massachusetts Medical Society
- Published
- 2007-02-22
- Volume
- 356
- Issue
- 8
- Pages
- 858-866
- ISSN
- 0028-4793 (ISSN-L)
- 1533-4406
- OpenAlex
- W2060025512
- Cited by
- 540
- References
- 52
- Citations by year
- 2026: 17 · 2025: 23 · 2024: 22 · 2023: 28 · 2022: 23 · 2021: 32 · 2020: 45 · 2019: 28 · 2018: 33 · 2017: 35 · 2016: 30 · 2015: 37 · 2014: 33 · 2013: 34 · 2012: 26
- FWCI
- 21.28
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- New England Journal of Medicine (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Innovations in Medical Education
- Health Sciences › Health Professions › General Health Professions › Health and Medical Education
- Health Sciences › Nursing › Leadership and Management › Hospital Admissions and Outcomes
- Keywords
- continuity of care, medical curriculum, clinical rotations, medical education
- MeSH terms
- Ambulatory Care, Clinical Clerkship, Continuity of Patient Care, Curriculum, Humans, Organizational Innovation, Models, Educational
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