WHAT IS TLC2?
The Tuscaloosa Regional Campus of the University of Alabama School of Medicine is addressing the need for change in clinical medical education with the Tuscaloosa Longitudinal Community Curriculum — an innovative longitudinal integrated clerkship (LIC). Third-year Tuscaloosa Campus students gain a strong foundation in clinical medicine, experience deeper connections with patients and form lasting relationships with mentoring physicians.
“One of the major benefits was seeing patients over a long period of time. You get to see if what you told the patient the first time was what they needed to hear.”
“Caring for a patient during her pregnancy, then being able to deliver the baby, was an experience I’ll never forget.”
“The opportunity for a long-term mentoring relationship allows for professional growth, and students develop an enduring connection with their core medical practice and the community.”
COMPARE THE TWO MODELS
In a traditional medical education model, students follow a separate and sequential discipline-specific block rotation.
A LONGITUDINAL INTEGRATED CURRICULUM IS DIFFERENT
Instead of following a traditional block schedule, TLC2 students follow and care for patients through the nine-month experience.
This may take them through various disciplines and settings simultaneously.
USE YOUR MOUSE TO HOVER OVER THE SPOTS ON THE CHART BELOW TO LEARN MORE.
A TLC2 student might see an adult patient at an initial visit.
The student might then accompany the patient to a specialty consult and assist in surgery on the patient.
The student may then see the patient back in the primary care doctor’s office for follow-up visits.
A TLC2 student may start by seeing a pregnant patient in a primary care doctor’s office.
The student may follow the patient into obstetrics and help deliver the baby.
The student might then follow the newborn through well-baby checks.
In addition to following the newborn, the student would continue to follow the care for the mother.