1) The document discusses a study comparing the approaches to learning of students in longitudinal integrated clerkships (LICs) versus rotation-based clerkships (RBCs). 2) Students in LICs reported benefits like continuity of patient care, supervision and learning environment that facilitated a deep learning approach. 3) Students found the RBC environment disrupted their learning trajectory and reported watching and listening more, relying on prior experiences, and self-advocating to adapt and continue deep learning. 4) Educators should be aware of how environments impact learning and support learners in deep learning activities to facilitate professional identity formation.