Using integrated learning experiences to promote clinical competence: an instructional case study

ABSTRACT

This case study describes a novel end-of-semester instructional method that ties together content between courses at three points during an entry-level occupational therapy curriculum. In these integrated curriculum event, known as the ‘ICE’, small groups of students work together to perform portions of the OT process in the context of a case study. Early evidence suggests that the ICE breaks down the silos between courses and fosters higher-order thinking and increasingly advanced clinical reasoning.

KEYWORDS:

• Education
• educational assessment
• educational techniques
• learning
• teaching
• clinical reasoning
• integrative learning

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

Victoria Kaskutas http://orcid.org/0000-0003-3753-9125

Additional information

Funding

This work occurred as part of curriculum development at Washington University School of Medicine's Program in Occupational Therapy. There was no external funding.