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Year 3 curriculum/LIC

Geisinger Commonwealth School of Medicine is among the first medical schools in the U.S. to adopt the Longitudinal Integrated Clerkship (LIC) model as the standard clinical experience for the entire medical school class in the third year.

Longitudinal integrated curriculum

At Geisinger Commonwealth School of Medicine, third year follows an innovative longitudinal integrated curriculum with a hybrid of inpatient and outpatient experiences, virtual clerkships and a capstone experience. This hybrid model provides for continuity of outpatient care with dedicated outpatient faculty, and also allows for intensive inpatient training in core disciplines. This curricular approach helps students develop a cohort of “continuity patients” and allows students to take part in the initial assessment, the plan of care, the intervention and the follow-up. The relationships provide for a period of sequential learning with incrementally greater levels of responsibility that are not achieved in brief clerkships. Longitudinal assessment and feedback are critical to the development of competence. In addition to the specific inpatient and outpatient experiences for our seven core clerkships, students will also complete a two-week elective.

Ambulatory curriculum

Students work one on one with attending physicians in anambulatory setting. This experience emphasizes continuity of students with their preceptors and patients, and allows the students to integrate into patient care in a meaningful way. During the ambulatory curriculum, students participate in family medicine, internal medicine and pediatrics.

Inpatient curriculum

Inpatient experiences primarily occur in hospital settings. These experiences allow for training with acutely ill and hospitalized patients in numerous disciplines. Students will often work with interdisciplinary teams and residency teams in these core areas.

  • Medicine
  • OB-GYN
  • Pediatrics
  • Psychiatry
  • Surgery/anesthesia
  • Neurology


Clinical Fundamentals
10 weeks

  • Internal Medicine / Family Medicine (2 weeks)
  • OB-GYN (2 weeks)
  • Pediatrics (2 weeks)
  • Psychiatry / Neurology (2 weeks)
  • Surgery (2 weeks)

Ambulatory Medicine
9 weeks

  • Family Medicine (2 days per week, 9 weeks)
  • Internal Medicine (1 day per week, 9 weeks)
  • Pediatrics (1 day per week, 9 weeks)
  • Independent Student Learning (1 day per week, 9 weeks)

Inpatient Clinical Rotations
25 weeks

  • Internal Medicine (4 weeks)
  • Neurology (3 weeks)
  • OB-GYN (4 weeks)
  • Pediatrics (3 weeks)
  • Psychiatry (3 weeks)
  • Surgery / Anesthesia (6 weeks)
  • Elective (2 weeks)

2 weeks

  • NBME Prep / ACLS / Professional Identity Formation (2 weeks)

Year 3 learning objectives

  • Medical knowledge: The competent graduate will have the necessary body of knowledge within the basic, clinical and cognate sciences (e.g. epidemiological and social behavioral) to be prepared for successful transition into graduate medical education training. Moreover, the graduate will have the skills that will enable the continual assimilation and utilization of the concepts and knowledge discovered throughout the years following medical school to optimize patient care.
  • Practice-based learning and improvement: The competent graduate will be self-aware and understand his/her learning needs to continually optimize their professional performance and patient care. The graduate should be able to investigate, reflect, and evaluate his/her patient-care practices and to critically filter, appraise and assimilate evolving scientific evidence.
  • Interpersonal skills and communication: The competent graduate will have essential verbal, nonverbal and written communication skills, as well as compassionate and culturally sensitive interpersonal skills that promote effective information exchange and collaboration with patients, patients’ families and professional associates.
  • Professionalism: The competent graduate will have professional integrity with awareness of and commitment to the principles and responsibilities of the medical profession and a profound respect and unconditional regard for human dignity.
  • Patient care: The competent graduate must be able to provide patient care that is compassionate, appropriate and effective for the treatment of health problems and the promotion of health. The graduate will be required to construct appropriate, fundamental management strategies (diagnostic and therapeutic) for patients with common health problems that may be emergent, acute or chronic, across the spectrum of disciplines, while considering costs for the patient and others. The graduate must be able to combine knowledge of basic biomedical, clinical and cognate sciences to accomplish the above.
  • Systems-based practice: The competent graduate will have an awareness of the larger context and systems of healthcare and will aptly strive to contribute to system improvement. The graduate will have sensitivity and responsiveness to the interrelationships of the individual, their communities and the healthcare system.

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