Ten Guiding Principles to Develop or Enhance your ICE, Implications for Academic Programs and Clinical Environments
Purpose: It is recognized that early, authentically based clinical experiences that are integrated within the didactic curriculum, enhance physical therapist (PT) students’ abilities students to develop cognitive, psychomotor, and affective behaviors for successful terminal experiences. The Commission on Accreditation in Physical Therapy Education has mandated that all PT education programs include integrated clinical experiences (ICEs) in their curriculum.1 In October of 2014, a national Clinical Education Summit2 was convened to discuss multiple topics related to clinical education. The outcome of this summit was the development of task forces to address various components of clinical education. The American Council of Academic Physical Therapy (ACAPT) charged a task force to develop guidelines on how PT education programs can design ICEs.3 The task force completed their work and presented their proposal to ACAPT, which was accepted by the ACAPT board. The purpose of this educational session is to present the guidelines proposed by the task force and assist PT education programs and clinical sites to consider how they can develop meaningful ICEs in their curriculum.Methods and/or Description of Project: Historically, PT education programs have employed a variety of ICEs within their curriculums, but baseline expectations regarding these ICEs had not been established. Based on critical analysis of the inter-professional literature and a survey of diverse representation of PT Programs across the nation, presenters will provide session participants with evidence and experienced based guidelines for implementation of ICE into PT education program’s curricula and practice. These guidelines are based on a proposal that was approved by the ACAPT Board Report in June 20173, which charged the task force to: Define integrated clinical education. Make recommendations for achieving consistent use of the term ‘integrated clinical education’ across ACAPT, APTA and CAPTE. Define baseline expectations and parameters for quality integrated clinical education in physical therapist education. Discern and describe models of integrated clinical education that currently exist within physical therapist curricula. Develop guidelines for collaborative development and implementation of integrated clinical experiences.Results/Outcomes: This session will provide an overview of the findings of the first four charges, with the focus of the session on the final charge-i.e. the consideration of the 10 ACAPT approved guidelines for the development of ICE. These 10 guidelines include: An academic program should identify the programmatic outcomes that are expected when students participate in integrated clinical experiences. The academic program considers the intentional placement of integrated clinical education experiences within its curriculum. The academic program identifies the course(s) where clinical education should be integrated within the program. The academic program, in collaboration with program faculty, develops the course specific objectives for student achievement within an integrated clinical education experience. The academic program, in collaboration with program faculty, identifies the timing and timeframes of when clinical education experiences should be integrated within course(s). The academic program, in collaboration with program faculty, identifies the individual or individuals who will oversee the integrated clinical education experiences. The academic program, in collaboration with program faculty, identifies the methods of student and course assessment to meet the intended course and/or program outcomes. The academic program identifies resources and legal/regulatory parameters that impacts delivery of integrated clinical education experiences within the program. The academic program, in collaboration with program faculty, selects the type of clinical or community sites required for integrated clinical education experiences. The academic program, in collaboration with program faculty, accept responsibility for the development of relationships with representatives of the clinical education site.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: This session will provide both a broad overview and perspective of ICE within the clinical education landscape as well as the tangible details of ICE development and implementation. This fits seamlessly within the conference theme of: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet. Specifically, academic programs will need lead through innovative means as they prepare students for the challenges of complex clinical environments, while meeting productivity demands. The development of meaningful ICEs is intended to better prepare students to meet these challenges during their terminal clinical experiences.References: Hakim WE, Moffat M, Becker E et al. Application of educational theory and evidence in support of an integrated model of clinical education. JOPTE. 2014; 28(1): 13-21. Jensen G, Mostrom E, Gwyer J, Hack L, Nordstrom T. Learning for practice: Early, integrated workplace experiences matter. AERA Online Paper Repository. 2015. Available at: http://www.aera.net/repository Jensen GM, Nordstrom T, Segal RL, McCallum C, Graham C, Greenfield B. Education Research in Physical Therapy: Visions of the Possible. Phys Ther. 2016; 96(12): 1874-1884. Accessed January 16, 2016. Mai J, Thiele A, O'Dell B, Kruse B, Vaassen M, Priest A. Utilization of an integrated clinical experience in a physical therapist education program. JOPTE. 2013; 27(2): 25-32. Mai J, Stern D, Hollman J, Melzer B, Thiele A, Rosenthal R. Examining the impact of an integrated clinical experience (ICE) on interpersonal skills prior to the first, full-time clinical internship: cool as ICE. J Phys Ther Educ. 2014;28(2):81-97. Romig BD, Hewitt AM, Maillet JO. The future of clinical education: opportunities and challenges from allied health deans’ perspective. J Allied Health. 2017; 46 (1): 43-55.. Wilson A. Integrated clinical experiences in a campus onsite clinic: a self-contained model of physical therapy education. IJAHSP. 2014; 12(3): 1-17. Available at: http://ijahsp.nova.edu Commission on Accreditation in Physical Therapy Education. Evaluative Criteria PT Programs. 2014. Available at: http://www.capteonline.org/uploadedFiles/CAPTEorg/About_CAPTE/Resources/Accreditation_Handbook/EvaluativeCriteria_PT.pdf. Accessed April 23, 2015. Academic Council of Academic Physical Therapy. Clinical Education Summit Report and Recommendations. 2014. Available at: http://www.acapt.org/images/pdfs/Clinical%20Education%20Summit%202014%20Final%20Report%201.pdf. Accessed August 31, 2017.Course Objectives: Define ICEs. Define baseline expectations and parameters for quality ICEs Identify resources that the participant’s clinical site and/or educational program has for the development of ICEs. Participants will develop a proposal of ICEs for their clinical site/educational program using the ACAPT approved guidelines.Instructional Methods: lecture, question and answer session with audience participation using small and large group discussionTentative Outline/Schedule: a. Review of task force process that resulted in proposal. (10 minutes) b. Review of pertinent findings from survey and literature. (10 minutes) c. Review of definition of ICE and the guidelines. (10 minutes) d. Small/large group discussions regarding resources. (25 minutes) e. Small/large group work on development of ICE for their program. (25 minutes) f. Wrap up. (10 minutes)