Using A Self-Contained Integrated Clinical Education (ICE) Model to Identify Student Deficits

Nova Southeastern University, Davie, Florida, USA

Introduction: NSU PT Program was an early adopter of the self-contained clinical education model, where faculty supervise students in the clinical setting. The program uses the model for integrated clinical education experiences (ICE) and service-learning activities. Recently it has been identified that the model may facilitate identification of student deficits and allow for remediation prior to full-time internships. Case presentation: The self-contained ICE model relies on faculty to supervise students in assigned clinical settings. Objectives for each experience align with student level. Students receive input from supervising faculty and complete a self-assessment. Faculty also supervise students for required service-learning activities. Deviation From the Expected: The model has helped identify students who are struggling with integration of knowledge /skills when working with patients, allowing faculty to initiate remediation prior to full-time clinical experiences. Faculty are aware of the knowledge / skills that students should have at specific points in the curriculum and can recognize key deficits. Early remediation can ensure student clinical readiness for full-time experiences. This was an unforeseen outcome of the model. Discussion: Participation in the model has led to students feeling better prepared for full-time clinical experiences in the areas of communication, integration of knowledge, and clinical reasoning. The model has been used to identify student deficits in the first and second years of the program and to initiate remediation of cognitive, professional and psychomotor skills. Conclusion: Research is needed to confirm the impact of the integration of the self-contained ICE model on student clinical readiness. Grants: None