For many programs, this recommendation may seem to daunting to implement. This purpose of this session will be to demystify how overwhelming the implementation of ICE models can be and provide specific instructional strategies to develop ICE models.
Methods and/or Description of Project
The session will include step-by-step instructional strategies on how to develop ICE models in the classroom and clinic. Attendees will identify proper stakeholders and determine how to embed these experiences into the academic and clinical curricula. Three existing models (2 clinic based, 1 classroom based) will be presented as examples along with the parameters of each.
Content included will be layout of each model (SLICE, SPICE, NICE), benefits to the faculty and students, barriers to implementation, resources needed, how to assess, implementation of feedback: closing the loop, and applicability to clinical practice.
At the end of the session, attendees will have the strategies to implement an ICE model that best fits their program.
Conclusions/Relevance to the conference theme: The Pursuit of Excellence in Physical Therapy Education
To achieve Excellence in Physical Therapy Education, best practice strategies need to be implemented. One purpose of the Fall 2014 Clinical Education Summit was to determine best practice strategies in clinical education. Thie Summit identified Integrated Clinical Experiences (ICE) as a recommendation for all physical therapist education programs. This session will help attendees meet this recommendation as they pursue excellence in physical therapy education at their individual programs.
Mai JA, Stern D, Hollman J, Melzer B, Thiele A, Rosenthal R. Cool as ICE: Examining the impact of an integrated clinical experience on interpersonal skills prior to the first, full-time clinical internship. J Phys Ther Educ. 2014;28(3):81- 97.
Mai JA, Thiele A, O’Dell B, Kruse B, Vaassen M, Priest A. Utilization of an Integrated Clinical Experience in a Physical Therapist Education Program. J Phys Ther Educ. 2013;2(2):25-32.
American Council of Academic Physical Therapy. Clinical Education Summit. Summit Report and Recommendations. Available at: http://www.acapt.org/images/publicdocs/Post%20Summit%20Report%20Sept%202015.pdf
Wruble Hakim E, Moffat M, Becker E, Bell KA, Manal TJ, Schmitt LA; Ciolek C. Application of educational theory and evidence in support of an integrated model of clinical education. J Phys Ther Educ. 2014;28:(Supp 1):13-21.
Collins J, Mowder-Tinney JJ. The apprentice clinical instructor (ACI): a mentor/protégé model for capstone integrated clinical education (C-ICE). J Phys Ther Educ. 2012;26(3):33-39.
Upon completion of this course, attendees will be able to :
1.Identify resources needed to implement an integrated clinical experience (ICE) into physical therapy education.
2.Differentiate between a clinical integrated clinical experience and a classroom integrated clinical experience.
3.Design an integrated clinical experience for potential use in each participant’s individual setting.
4.Describe benefits and barriers of an integrated clinical experience in each participant’s individual setting.
Lecture, Question and Answer
5 min: Introduction,
10 min: Background and Purpose, including clinical educational models, current evidence, areas of controversy in the literature, and theoretical framework
20 min: Complex Clinic Based ICE Model with Service Learning Component (SLICE)
10 min: Simple Clinic Based ICE Model for Pediatrics (SPICE)
15 min: Classroom Based ICE Model for Neurology (NICE)
10 min: Impact on Performance During External Clinical Internships: The View of the ACCE
10 min: Conclusion /Questions and Answers