Early Clinical Experiences
Year 1: Interprofessional Longitudinal Clinical Experience (ILCE)
The Interprofessional Longitudinal Clinical Experience (ILCE) is designed to prepare first-year health professional students from Yale School of Medicine’s MD and Physician Associate (PA) programs to function effectively in the clinical environment. The structure and content of the curriculum is based on the needs of our current health care and academic environment. Faculty tutors guide groups of students in interprofessional clinical experiences in a consistent health care setting. The ILCE Clinical Experiences are designed to help students begin to build a working knowledge of the clinical environment, health care organizations, and to learn to work effectively as part of the interprofessional health care team. Experiences also include planned group meetings designed to teach patient- and family-centered interviewing, physical examination skills, clinical reasoning, teamwork, and factors that impact health and the health care delivery system.
Program Goal
We believe that providing outstanding care for your future patients requires learning with, from, and about other health care professional students early in your training. You will accomplish this by working together to develop your clinical skills, knowledge, and attitudes.
Learning Objectives:
During the ILCE each student will:
- Demonstrate the ability to learn with, from, and about each other (interprofessional education) by
- being present for all sessions
- engaging with their team and site members
- listening respectfully
- contributing to each activity
- showing integrity and humility
- understanding roles and responsibilities of other health care professionals
- being present for all sessions
- Apply key communication skills to conduct patient- and family-centered interviewing. (Clinical skills)
- Practice selected physical examination techniques in the clinical setting. (Clinical skills)
- Demonstrate the basic principles of oral presentation in the clinical setting. (Clinical skills)
- Develop clinical reasoning skills by identifying the salient parts of the history and physical and begin to consider differential diagnoses (assessed in simulation and large group workshop).
ILCE Co-Directors
Co-Director
Assistant Professor in the Physician Associate Program, Department of Medicine; Interim Director of the Physician Associate Program
ILCE Associate Director
ILCE Section Leaders
Assistant Professor in the Physician Associate Program, Department of Medicine; Interim Director of the Physician Associate Program
Assistant Professor; Program Director, Collaborative Behavioral Health & Addiction Medicine in Primary Care (CHAMP), General Internal Medicine; Associate Program Director, Yale Addiction Medicine Fellowship Program, Program in Addiction Medicine
Assistant Professor in the Physician Assistant Online Program, Department of Internal Medicine; Interim Director of the PA Online Program
Published research about the ILCE model
The virtual 4Ms: A novel curriculum for first year health professional students during COVID-19
Journal of the American Geriatrics Society (2021)
Authors: Wu, B. J., Honan, L., Tinetti, M. E., Marottoli, R. A., Brissette, D. and Wilkins, K. M.
Teamwork in the time of COVID-19
BioAdvances (2021)
Authors: Takizawa, P. A., Honan, L., Brissette, D., Wu, B. J. and Wilkins, K. M.
Interprofessional education development: Not for the faint of heart
Advances in Medical Education and Practice (2017)
Authors: Fahs, D. B., Honan, L., Gonzalez-Colaso, R. and Colson, E. R.
A longitudinal study of health professional students′ attitudes towards interprofessional education at an American university
Journal of Interprofessional Care (2016)
Authors: Wong, R. L., Fahs, D. B., Talwalkar, J. S., Colson, E. R., Desai, M. M., Kayingo, G., Balanda, M., Luczak, A. G. and Rosenthal, M. S.
Readiness for interprofessional learning among healthcare professional students
International journal of medical education (2016)
Authors: Talwalkar, J. S., Fahs, D. B., Kayingo, G., Wong, R., Jeon, S. and Honan, L.