Abstract: Clinical clerkships are an important learning experience for medical students to translate theoretical knowledge into professional practice in the clinical environment. The longitudinal integrated clerkship (LIC) model represents a new and innovative approach in medical education that uses continuity as the organizing principle. The LIC model addresses a critical problem in clinical medical education: the lack of educational continuity. Educational continuity is comprised of continuity of the curriculum, continuity of care, and continuity of supervision. Medical schools across the US, Canada, Australia, and other nations are implementing LICs to advance clinical education reform. This article introduces the definition, principles, and characteristics of the LIC model. The authors describe Harvard Medical School's LIC model as an example, describe the growth of LICs internationally, and reflect on LICs for the Chinese medical education context. Lessons learned from LICs and educational continuity can inform and guide approaches to improve the health of the Chinese population through three new strategies: medical student education reform, medical workforce enhancement and practice reform, and resident training reform.

Key words: Clinical medical education, Educational continuity, Longitudinal integrated clerkship, China, Innovation