The Integrated Clinical Education Strategic Initiatives Project—Development of Parameters to Guide Harmonization in Clinical Education: A Scoping Review

Abstract

Background Clinical education curricular models specifically related to integrated clinical education (ICE) vary across physical therapist education programs. The interconnectedness of ICE to the advancement of a shared vision for clinical education in professional physical therapist education needs investigating. Purpose The purpose of this scoping review was to: (1) define ICE, (2) define baseline expectations and parameters of ICE, and (3) discern and describe current ICE models. Data Sources Databases accessed included Medline, MedlinePlus with Full, CINAHL, and CINAHL Plus with full text. Study Selection A multimodal data collection scoping review was completed. Data collection included survey research, a systematic review of the literature, and a series of focus groups. The McMaster Critical Appraisal Tool assessed methodological study quality. A qualitative, metasynthesis approach was used for data synthesis. Consensus agreement produced results. Data Extraction Twenty-two articles were included in the literature review from the health disciplines of medicine, nursing, physical therapy, occupational therapy, and speech-language pathology. Data synthesis produced 8 parameters defining the factors essential to categorizing clinical education experiences as ICE in physical therapist education. The 8 parameters and ICE definition are supported by a description of models of ICE that currently exist within health profession curricula. Data Synthesis Data synthesis followed a qualitative, metasynthesis approach. Themes emerged from the surveys, literature review, and focus group data. Patterns were compared, analyzed, and synthesized to generate the themes and ICE parameters. Limitations Selection bias from the literature search could have limited the richness of the model descriptions by unintentional exclusion of articles, and might limit the applicability of results beyond the United States. Sampling bias from survey and focus groups, although purposeful, might have limited a broader description of current viewpoints about ICE. However, the data sources, including multiple health profession perspectives coupled with consensus agreement, provide sound evidence in development of profession-based parameters. Conclusions The results of this scoping review provide the profession with a standard definition of ICE and parameters that can guide a program in designing a curriculum using ICE experiences as a foundation. A recommended next step is to design education research studies using reliable and valid outcome measures across programs to determine impact and effectiveness of ICE as an educational intervention.

Impact of an integrated clinical experience on Doctor of Physical Therapy students: a qualitative study

“…These opportunities are designed by faculty to meet specific learning objectives while preparing students for full-time clinical education by promoting the 4 'Cs': confidence, communication skills, clinical reasoning, and clinical skill development. 2 Various models of ICE exist in the literature. [3][4][5][6][7][8][9][10][11][12][13][14][15] They vary by sequencing and placement within the curriculum, frequency, format, setting, and by who supervises the students.…”

“…A scoping review of the literature found that 10 of the 11 articles addressing ICE in physical therapy education presented with low methodological quality, 2 which stemmed from a lack of systematic collection and analysis of program assessment data, and bias within selected program assessment tools. 2 The ICE experiences described were based upon practice settings (outpatient, 4,7,9 ICU, 4,9 acute, 4,7,9 inpatient rehabilitation, 4 subacute, 4,9 long term, 7 schools, 7 wellness, 12 or onsite clinic 12 ) or specific diagnoses and were not exclusive to older adults.…”

Innovation in Pediatric Clinical Education: The Development of a Clinical Instructor Toolkit

“…11 Panels were created to address CE common terminology, integrated CE, and student readiness prior to a first full-time CE experience. 1,12,13 e work established by the CE Summit broadly represented professional PT education but did not speak to the specific CE needs of different practice settings nor address the lack of CE teaching resources. 11 e Academy of Pediatric Physical erapy (APPT) convened Education Summit I in 2012 to address the documented inconsistencies and variability in pediatric physical therapy education.…”

“…11 Panels were created to address CE common terminology, integrated CE, and student readiness prior to a first full-time CE experience. 1,12,13 The work established by the CE Summit broadly represented professional PT education but did not speak to the specific CE needs of different practice settings nor address the lack of CE teaching resources. 11…”

Teaching Students the Art of Working with Patients with Cognitive Impairments: A Comparison between the Use of Standardized Patients vs a One-time Clinical Experience

“…In addition to the didactic training, physical therapy students take part in several different clinical rotations during their academic training. It is, however, widely agreed that additional course-embedded clinical experiences are also necessary to help link didactic knowledge with clinical skills [6][7][8][9]. With the aging population and need for geriatric professionals growing, there has been an increase in the number of students enrolled in most health professions programs across the country.…”