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.
Disclosure statement
No potential conflict of interest was reported by the authors.
ORCID
Victoria Kaskutas http://orcid.org/0000-0003-3753-9125