OBJECTIVE: To identify how medical student learning experiences in a new longitudinally integrated clinical clerkship (LICC) programme impacted students' learning. METHODS: We conducted semi-structured interviews with 12 medical students at three points in their training. We used an inductive, thematic analytic approach to data. Interviews (n = 35) were iteratively and independently coded by research team members to identify and corroborate key emergent themes. RESULTS: Students in the LICC programme reported slow but ongoing increases in patient responsibility, examination-driven learning, programme flexibility to address educational gaps, and a strong and positive perception of educational continuity through a longitudinal primary care educator and similar case mix throughout the year. CONCLUSIONS: Student learning experiences in an LICC programme are both similar to and different from those in a traditional rotational clerkship programme. Students in the integrated clerkship were clear and unequivocal about the benefits of working with one teacher across time and caring for patients at different stages of the same disease in multiple settings. These findings have implications for clinical education development and design.
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