8.4 Conclusions and Caveats

I initially wondered if the ICE method was too similar to the ORID rubric already employed within the course, specifically if its components would merely echo those of the original rubric. My concerns were unfounded. Rather, ICE proved to be complementary and brought the content of the ORID rubric to life! It added a three-dimensional aspect to what could otherwise be used to report narrative, unidimensional concepts of objective, reactive, interpretive, and decisional information. I could have easily “ticked the box” if students touched on each of these levels of reflection, but instead, I was able to provide detailed feedback, acknowledging students’ efforts and encouraging them to further their thinking and build on their understanding of patient partnership, the realities of living with a disability, and the healthcare system. The ICE framework helped me to guide tutorial discussions and convey clear student assessment with constructive feedback while providing a roadmap for students to engage in independent and thoughtful self-reflection: a win-win-win outcome for students, patient mentors, and course instructors.