TY - JOUR
T1 - Using integrated learning experiences to promote clinical competence
T2 - an instructional case study
AU - Kaskutas, Victoria
AU - Perlmutter, Monica S.
AU - Taff, Steven D.
N1 - Funding Information:
This work occurred as part of curriculum development at Washington University School of Medicine's Program in Occupational Therapy. There was no external funding.
Publisher Copyright:
© World Federation of Occupational Therapists 2016.
PY - 2016
Y1 - 2016
N2 - 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.
AB - 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.
KW - clinical reasoning
KW - Education
KW - educational assessment
KW - educational techniques
KW - integrative learning
KW - learning
KW - teaching
UR - http://www.scopus.com/inward/record.url?scp=85142498165&partnerID=8YFLogxK
U2 - 10.1080/14473828.2016.1153027
DO - 10.1080/14473828.2016.1153027
M3 - Article
AN - SCOPUS:85142498165
SN - 1447-3828
VL - 72
SP - 38
EP - 40
JO - World Federation of Occupational Therapists Bulletin
JF - World Federation of Occupational Therapists Bulletin
IS - 1
ER -