LAUSR

The increase of longitudinal integrated curricula in medical schools worldwide represents the shift towards an outcome‐oriented education. This novel model allows comprehensive student‐patient interactions over time and integrates the educational content across disciplines. According to quantitative research, students, patients, doctors and communities benefit from this educational model in terms of participant satisfaction, learning outcomes and clinician recruitment. However, quantitative research does not provide detailed information on programme implementation processes. Therefore, this review aims to summarise facilitators and barriers of programme implementation reported in qualitative and mixed methods studies.