Presented By: Jaymi Russo, University of South Dakota Sanford School of Medicine
Co-Authors: Brittany Grant, University of South Dakota Sanford School of Medicine
Alan Sazama, University of South Dakota Sanford School of Medicine
Eleanor Turner, University of South Dakota Sanford School of Medicine

Purpose
Longitudinal Integrated Clerkships (LIC) curriculum schedules have gained more popularity among medical schools and have been shown to improve relationships among patients, students, and faculty compared to a block schedule1-3. The University of South Dakota Sanford School of Medicine (SSOM) implemented a comprehensive LIC curriculum for all campuses in 2014. The SSOM consists of 4 campuses (rural & urban) situated across the state and is struggling with faculty sufficiency which has made scheduling students difficult. Adding to this issue is reported dissatisfaction with patient continuity from students and faculty. As a result, inpatient clinical experiences were implemented in 2023.

Methods
A pre and post-mixed methods analysis concerning the newly implemented inpatient clinical experiences was conducted with third-year medical students and teaching faculty. Participants completed an anonymous online survey regarding satisfaction with the LIC schedule and patient continuity. The first survey was conducted in December 2022 for faculty and students enrolled in the 2022-23 LIC before the implementation and again in July and December 2023 for students enrolled in the 2023-24 LIC.? Faculty were surveyed again in January of 2024.

Results
Many students (82%) and faculty (79%) were satisfied with the traditional LIC schedule when surveyed in late 2022. However, 38% of students (N=52) participating in the LIC reported dissatisfaction with patient continuity with 30% of faculty (N=92) reporting the same. Midyear 2023 student (N=52) results showed 83% were satisfied with inpatient experiences with satisfaction of patient continuity also increasing from 2.8 to 3.5. Upcoming qualitative and quantitative results concerning satisfaction with patient continuity and the LIC schedule change for students and faculty will be shared.

Conclusion
Initial findings include increasing inpatient clinical experiences in the LIC curriculum has increased student satisfaction concerning patient continuity and overall learning.