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SIT ICE Program Overview - V5.april 2023

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ICE I am a Clinical Educator

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.

ICE Workshop Overview v5 / Apr 2023 1


ICE I am a Clinical Educator

OVERVIEW:

DAY 1 - ICE Foundational Training

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.

DAY 2 - ICE Profession-Specific Orientation

This is a ¾ day profession-specific orientation to familiarise CEs with specific administrative


functions as a SIT CE. All shortlisted CEs are to attend this workshop.

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

Certificate of Attendance will be awarded to shortlisted CEs who met 1 and 2.

ICE Workshop Overview v5 / Apr 2023 2


ICE I am a Clinical Educator

DAY 1: ICE FOUNDATIONAL TRAINING


NOTE: Please complete the pre-workshop survey and MCQ by 1pm on Day 1
Estimated Time Focus of Section

 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

10.15– 11.30am Section 3: Educational knowledge and skills


• Four-step approach to teaching practical skills.
• Giving feedback and facilitating reflection using Pendleton model.
• The “What”, “What”, “How” in facilitating collaborative learning.
11.30am– 12.15pm Section 4: Managing challenging situations during clinical placement
• Using PAAR approach to manage challenging situations.
• Having a crucial conversation.
12.15 – 12.45pm ICE Knowledge Assessment via MCQ

12.45 -2pm LUNCH BREAK

 2pm to 5pm: Facilitator guided co-learning via group discussions and role plays
2pm - 2.15pm Introduction and orientation to ICE

2.15pm – 3.15pm Breakout Group 1:


Role play of giving feedback using Pendleton model – Role play
3.15pm – 4.20pm Breakout Group 2:
[Break: 3.50 – 4pm] Collaborative learning discussion – Padlet platform
4.20pm – 5.20pm Breakout Group 3:
Role play of crucial conversation using PAAR framework – Role play
5.20pm – 5.30pm Big group debrief of Day 1

DAY 2 PROGRAMME: ICE PROFESSION-SPECIFIC ORIENTATION


Profession-specific orientation may happen in AM or PM depending on OSTE schedule. Please refer to profession-
specifice lesson plans.

NOTE: Please complete the post-workshop survey by 6pm on Day 2.

ICE Workshop Overview v5 / Apr 2023 3


ICE I am a Clinical Educator

References for ICE program Day 1


General references:
• Enabling Clinical Supervision Skills (ECSS) NSW North Coast ICTN Learning Package: Retrieved from
http://www.clinedaus.org.au/files/resources/enabling_clinical_supervision_skills_ecss_3.pdf
• Health Education and Training Institute (2012). The superguide: a handbook for supervising allied
health profesisonals, HETI, Sydney
• Ramani S & Leinster S (2008). AMEE guide no.34: Teaching in the clinical environment. Med Teach.
30(4):347-64. doi: 0.1080/01421590802061613.
• Taylor DC & Hamdy H (2013) Adult learning theories: implications for learning and teaching in
medical education: AMEE Guide No. 83. Med Teach 35(11):e1561-72.
doi:10.3109/0142159X.2013.828153.
• TAFE NSW North Sydney Institute (2013). Continuous improvement and innovation in clinical
supervision for supervisors in aged and non-acute healthcare settings. Retrieved from
http://www.heti.nsw.gov.au/Global/ICTN/Local%20Projects%20Pages/Metro%20North%20and%20
East%20ICTN/Supporting%20Clinical%20Supervision%20Workshop%20Handbook%205%20and%206
%20(MNE7).pdf

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.

ICE Workshop Overview v5 / Apr 2023 4


ICE I am a Clinical Educator

• 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.

Clinical teaching and feedback skills:


• Lake F & Ryan G (2004). Teaching on the run tips 3: Planning a teaching episode. Medical Journal of
Australia, 180: 643-644
• Lake F & Hamdorf J (2004). Teaching on the run tips 5: Teaching a skill. Medical Journal of Australia,
181 (6): 327-328.
• Hattie J & Timperley H (2007). The power of feedback. Review of Educational Research, 77: 81
• Cantillon J & Sargeant J (2008). Giving feedback in clinical settings. BMJ 337, 1292-1294

Managing student’s challenging behaviours:


• ClinEdu Australia website http://www.clinedaus.org.au/topics-category/managing-difficult-
situations-48)
• Ken Bain, What the Best College Teachers Do, Harvard University Press, 2004, pages 32-33, adapted
from Vanderbilt University Centre for Teaching. Accessed online: https://cft.vanderbilt.edu/guides-
sub-pages/motivating-students/ 30 Dec 2016
• Health Workforce Australia (2013). Retrieved from
https://www.health.gov.au/internet/main/publishing.nsf/Content/D26858F4B68834EACA257BF000
1A8DDC/$File/Review%20of%20Health%20Workforce%20programs.pdf

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