Table 1
Criteria for strength of recommendation
|
Strong |
A large and consistent body of evidence |
|---|---|
|
Moderate |
Solid empirical evidence from one or more papers plus consensus of the authors |
|
Tentative |
Limited empirical evidence plus the consensus of the authors |
Table 2
The guidelines
|
Strength of evidence | ||
|---|---|---|
|
Do’s | ||
|
Guideline 1 |
Manage change proactively with a focus on building relationships |
Moderate |
|
Guideline 2 |
Clearly articulate and manage learning outcomes and expectations |
Moderate |
|
Guideline 3 |
Ensure enduring effective and responsive central and local leadership |
Moderate |
|
Guideline 4 |
Promote Communities of Practice [11, 12] in which students are co-providers of healthcare |
Strong |
|
Guideline 5 |
Select sites which are able to deliver the curricular outcomes and support students’ learning |
Strong |
|
Guideline 6 |
Develop strategies to recruit and retain skilled faculty |
Strong |
|
Guideline 7 |
Ensure effective and responsive support for students |
Strong |
|
Guideline 8 |
Ensure good initial and ongoing faculty development |
Strong |
|
Guideline 9 |
Ensure adequate resources |
Moderate |
|
Guideline 10 |
Evaluate systematically to identify problems and opportunities for development |
Moderate |
|
Guideline 11 |
Explicitly include the desired workforce outcomes in the design |
Strong |
|
Don’ts | ||
|
Guideline 12 |
Don’t restrict LICs to rural, regional, general practice or community-based settings |
Strong |
|
Guideline 13 |
Don’t underestimate the importance of alignment with assessment |
Moderate |
|
Don’t knows | ||
|
Guideline 14 |
Which students will do best on a LIC? | |
|
Guideline 15 |
How is cost-effectiveness best measured? | |
|
Guideline 16 |
What is the optimal structure in a LIC timetable? | |
|
Guideline 17 |
How long should a LIC be? | |
|
Guideline 18 |
What are the effects on patient care? | |