Implementation of the longitudinal integrated clerkship in two medical schools: the first experience in Brazil

ABSTRACT Introduction: The Longitudinal Integrated Clerkship (LIC) is a model emphasizing continuity in relationships among students, patients, and preceptors. Unlike the traditional model structured into short rotations focused on specific specialties, the LIC provides a continuous and integrated learning experience. This approach allows students deeper and broader immersion in various medical fields, promoting chronic disease management, preventive care, and understanding patient needs over time, thus strengthening holistic medical education. Experience Report: This article describes the first implementation of the LIC in Brazil, conducted at two private medical schools located in medium-sized cities in the state of São Paulo. It details curricular planning, pedagogical strategies such as weekly clinical simulations, case discussions, and integrated theoretical activities. Students participated actively from the initial planning phase, complying with the National Curriculum Guidelines of 2014. The report highlights logistical and cultural challenges faced, as well as adaptations made throughout the process. Discussion: The implementation of the LIC demonstrated clear benefits for student education, such as greater integration among specialties and levels of care, strengthening continuity of care, and significant development of clinical competencies. However, there were difficulties related to institutional resistance, organizational complexity, and ensuring balanced exposure to different medical specialties. The results obtained were consistent with international experiences, reinforcing the feasibility and relevance of this model in similar Brazilian contexts. Conclusion: This pioneering experience demonstrates that the LIC is a viable and promising model in Brazil, highlighting the importance of curricular flexibility, careful planning, and constant student involvement for effective implementation.