SIT ICE Program Overview - V5.april 2023
SIT ICE Program Overview - V5.april 2023
SIT ICE Program Overview - V5.april 2023
INTRODUCTION:
“I am a Clinical Educator”, ICE, is a 2-day workshop developed by SIT for SIT Clinical Educators
(CEs). The aims of ICE workshop are to:
1. Prepare Allied Health professionals to support SIT student learning at clinical sites,
2. Equip Allied Health professionals with competencies of an effective clinical educator, and
3. Enhance the professional development of Allied Health clinical educators.
ICE consists of a 2 days workshop with an assessment component to enhance CEs’ capabilities in
facilitating student’s learning during clinical practice education (CPE).
Since the commencement of ICE from January 2017 till January 2023, SIT has conducted 49 runs
of ICE workshops and trained more than 2000 Allied Health Professionals. There has been
continuous evolution of the programme to cater to the learning needs of the growing pool of
clinical educators.
• In April 2020, the mode of delivery of ICE was revised from face-to-face workshop to
virutal facilitation with online learning and assessment.
• In ICE 50 on February 2023, content on collaborative learning in facilitating more than 1
student clinical placement was introduced.
To-date, ICE continues to be a pre-requisite for SIT appointed Clinical Educators.
ENTRY REQUIREMENTS:
Allied Health professionals nominated by their departments and shortlisted by SIT based on SIT
CE criteria.
LEARNING OUTCOMES:
1. Perform the roles and responsibilities of a SIT Clinical Educator.
2. Evaluate student’s performance against profession-specific assessment criteria.
3. Facilitate optimal learning in clinical education through selecting appropriate educational
approaches.
4. Apply skills in effective teaching, giving feedback and promoting reflective practice in students.
5. Develop an approach to manage challenging situations during clinical placements.
6. Develop confidence to facilitate collaborative learning between two or more students.
EDUCATIONAL METHOD:
The ICE workshop is delivered through a series of lectures, discussions, case studies, role plays,
peer learning and feedback, and self-reflection.
OVERVIEW:
This is a 1 day inter-professional foundational training workshop to develop and enhance CE’s
core knowledge and skills in facilitating student’s learning.
All shortlisted CEs are encouraged to attend this workshop. Experienced CEs can request for
waiver of Day 1 in CE Application form.
ICE Assessment
Day 1 – There is a ½ hour MCQ to assess the shortlisted CE’s clinical education knowledge in
facilitation of students learning and roles and responsibilities of SIT CE.
Day 2 – There is a ½ hour Objective Structured Teaching Exercise (OSTE) to assess the shortlisted
CE’s application of clinical education skills in typical CPE situations. An assessor will observe the
shortlisted CE interact with two standardized students using skills learnt during the workshop
and provide feedback for CE’s future development.
All shortlisted CEs are to pass both assessments before appointed as SIT Clinical Educator.
Note: Preparatory materials will be available to those exempted from Day 1 ICE Foundational Training.
CERTIFICATION:
A Certificate of Achievement will be awarded to shortlisted CEs who have met ALL the course
requirements as follow:
1. Complete pre-workshop survey and post-workshop feedback
2. 100% course attendance on both days of ICE (except those who have exemption from Day 1)
3. Demonstrate adequate knowledge in MCQ of 75% within three attempts
4. Demonstrate adequate skills performance in OSTE
9am to 1pm: Self-directed learning via lectures, readings, learning activities and MCQ
9 – 9.30am Section 1: Becoming a SIT Clinical Educator
• Introduction to SIT, ICE workshop, Health Science Clinical Practice
Education (CPE) and roles and responsibilities of SIT Clinical Educator.
9.30 – 10 am Section 2: Educational theories
• Educational theories and principles in clinical education.
• Cognitive apprenticeship: a roadmap for clinical teaching.
10 -10.15am BREAK
2pm to 5pm: Facilitator guided co-learning via group discussions and role plays
2pm - 2.15pm Introduction and orientation to ICE
Learning styles:
• Humford P & Mumford A (2000). The learning styles helper’s guide from
http://www.nwlink.com/~donclark/hrd/styles/honey_mumford.html
• VARK learning style from https://www.mindtools.com/pages/article/vak-learning-styles.htm
Cognitive Apprenticeship:
• Collins, A., Brown, J., & Newman, S. (1989). Cognitive apprenticeship: Teaching the crafts of reading,
writing, and mathematics Knowing, learning, and instruction: Essays in honor of Robert Glaser (In L.
B. Resnick (Ed.) ed., pp. 453-494). Hillsdale, New Jersey: Lawrence Erlbaum Associates, Inc.
• Stalmeijer, R.E., Dolmans, D.H.J.M., Wolfhagen, I.H.A.P., & Scherpbier, A.J.J.A. (2009). Cognitive
apprenticeship in clinical practice: can it stimulate learning in the opinion of students? Advances in
health sciences education, 14(4), 535-546.
• Stalmeijer, R.E., Dolmans, D.H.J.M., Wolfhagen, I.H.A.P., Peters, W.G., van Coppenolle, L., &
Scherpbier, A.J.J.A. (2010). Combined student ratings and self-assessment provide useful feedback
for clinical teachers. Advances in Health Sciences Education: Theory and Practice, 15(3), 315-328.
• Stalmeijer, R.E., Dolmans, D.H.J.M., Snellen-Balendong, H.A.M., van Santen-Hoeufft, M., Wolfhagen,
I.H.A.P., & Scherpbier, A.J.J.A. (2013). Clinical Teaching Based on Principles of Cognitive
Apprenticeship: Views of Experienced Clinical Teachers. Academic Medicine, 88(6), 861-865.