title: Tips for teaching in longitudinal clerkships.
abstract: BACKGROUND
  Longitudinal clinics (LCs) are increasingly common learning settings for North American medical students. However, the structure of an LC is distinct from a traditional block rotation, and requires different teaching strategies to maximise opportunities for learning.
  
  
  BACKGROUND
  The length of the relationship between student and teacher in an LC allows the teacher to focus on the basics of orientation early in the year, and to gradually entrust the student with more responsibility. The trajectory of learning can be anticipated by a teacher and used to guide the student's development over time.
  
  
  CONCLUSIONS
  We gathered feedback from students and teachers who participated in a year-long LC, and offer four tips for effective workplace learning. By using these tips, teachers can ease the transition into a complex work environment and maximise learning from clinical encounters.
authors.affiliation: School of Medicine, University of California, San Francisco, USA. david.s.levitt@gmail.com
authors.forename: David Stern
authors.initials: DS
authors.lastname: Levitt
authors.forename: Molly
authors.initials: M
authors.lastname: Cooke
mesh_terms: D002982:Clinical Clerkship; D004504:Education, Medical, Undergraduate; D005180:Faculty, Medical; D005246:Feedback; D006801:Humans; D007858:Learning; D013337:Students, Medical; D013663:Teaching / Q000379:methods*; D013997:Time Factors; D017132:Workplace