Getting the job done: educational robustness of a multi-campus Longitudinal Integrated Clerkship during the COVID-19 pandemic

Background. The COVID-19 pandemic profoundly impacted medical education worldwide, leading to challenges and adaptation of both in class and clinical education models. The Longitudinal Integrated Clerkship (LIC) emphasizes community engagement and integration in rural and remote communities making it a unique model to evaluate adaptability during the pandemic. This study examines how the pandemic affected the academic and clinical experiences of third-year medical students engaged in an LIC situated in Northern Ontario. Methods. The study employed an anonymous survey completed by 32 LIC students and 18 program administrators. Data collection focused on non-clinical and clinical learning activities, COVID-19 experiences, and the implementation of virtual care. Results. Despite pandemic challenges, 72% of program administrators reported the overall quality of education remained consistent with previous years. All students successfully met required clinical learning objectives and other promotion requirements, although 56% reported restricted clinical access and limited experience with specialists. Virtual care became a primary adaptation, with 97% of students participating. Student safety was supported by adequate personal protective equipment availability, and the program maintained continuity thoughout the disruption. Conclusions. The LIC demonstrated resilience, maintaining educational quality during the pandemic. These findings highlight the strengths of LIC model in terms of adaptability and program continuity.